Paaralan Gulayan

i
ASSUMPTION COLLEGE OF NABUNTURAN

Nabunturan, Compostela Valley Province
Graduate School
________________________________________________________________________
THE GULAYAN SA PAARALAN PROJECT IN NABUNTURAN:

A PHENOMENOLOGICAL STUDY
_____________
A Thesis
Presented to the
Faculty of the Graduate School
Assumption College of Nabunturan
_____________
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Administration
______________
by
CORA R. BENEDICTO
March 2013
ii
Graduate School
________________________________________________________________________
iii
Graduate School
________________________________________________________________________
ACKNOWLEDGEMENT
The researcher wishes to convey her deep appreciation to all those who
gave their valuable support in making this thesis a reality.
Sr. Clarita L. Villaflor, for her encouragement to the researcher to pursue
this Masters Degree;
Dr. Roel P. Villocino, for his patience, understanding, hard work and
untiring assistance offered;
Panelists Delfin J. Enargan and Gene Mencidor, for sharing their
knowledge, guidance, noteworthy suggestions and valuable recommendations;
Mrs. Nenita E. Lumaad , Mrs. Dee D. Silva and Mr. Sinfronio P.
Merlas for their support in granting the researcher a study leave.
Mr. Pepito Q. Villarreiz Jr. and fellow TLE teachers for their support;
Sir Allan Guerta, Sir Ritchell Cruz, Sir Nomar Trinidad and Maam
Analyn dela Llana for all the support and cooperation;
Mrs. Adin Siaboc for providing the guidelines in vegetable gardening;
Mrs. Rosita A. Paican for providing the pertinent documents in GPP;
Her loving husband, for all the support and help in finishing this study;
Ethiel and Jef for their financial and moral support ;
Mama, sisters, brother and children, who gave the researcher so much
inspiration;
Above all to the Father Almighty, the source of everything and who gave
the researcher so many blessings, knowledge and wisdom.

C.R.B.
iv
Graduate School
________________________________________________________________________
DE D I C A T I O N
To the Almighty God,
Who is the source of courage and strength.
To my Beloved Husband, and three children,
who are my life and my inspiration.
To my Dear Parents, brothers and sisters,
who are always there
to give support and encouragement.
To my co-educators,
who rendered their time and cooperation.
This piece of work is lovingly
and sincerely dedicated.
C.R.B.
v
Graduate School
________________________________________________________________________
ABSTRACT
This study explored the strategies of the three schools of the Municipality
of Nabunturan that successfully implemented the Gulayan sa Paaralan Project
(GPP). As the documents revealed, the project was created through DepEd
Memorandum Order No.293, s. 2007 and the D.A. Administrative Order No. 15,
S.2011.
As the research focused on GPP success stories, it elicited significant

steps like assessment and appreciation of the memorandum order, consultation
with teachers and parents, identification of garden lots, collaboration with the
PTA, LGU, and other agencies. Strategies, like facilitating systematic project
implementation, self-sufficient fund sourcing, making use of available resources,
and others, were identified. The project success was described as having the
provision for nutrition and education for children, importance and value of
gardening, venue for school publicity, sacrifices paying off, tangible benefits of
the program, motivated to do gardening works and good management really
matters.
The study revealed the problems of stealing, waning attendance for

bayanihan and water bill rising. Seeking assistance from community leaders,
neighbors and media, giving constant reminder to parents, calling the attention of
the culprit, and provide cheaper water source were identified as ways to address
those problems. The researcher recommended that the result of this study will be
used as a guide for other schools that wish to implement GPP.
vi
Graduate School
________________________________________________________________________
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET .. ii
ACKNOWLEDGEMENT. iii
DEDICATION iv
ABSTRACT . v
TABLE OF CONTENTS vi
LISTS OF TABLES x
LIST OF FIGURES x
LIST OF ABBREVATIONS .. xi
Chapter
I. THE PROBLEM AND ITS BACKGROUND 1
Review of Related Literature.. 5
Statement of the Problem... 11
Theoretical Framework.. ... 11
Significance of the Study ... 15
Definition of Terms .. 16
Scope and Limitations of the Study . 17
II. RESEARCH METHODOLOGY
Research Design 18
Research Subjects . 18
Research Instruments.. 19
vii
Graduate School
________________________________________________________________________
Research Procedures. 19
Research Locale.. 20
III. PRESENTATION OF FINDINGS
What is the Gulayan sa Paaralan Project All About? 25
Background and Rationale of GPP... 25
Legal Basis for the Implementation of the Project.. 26
Objectives of the Project. ....... 29
General Guidelines on the Process of Vegetable Gardening 29
What are the success stories of the top 3 winning schools

implementing the GPP......................... ... 30
Steps Undertaken in the Implementation of GPP . 30
Assessment and Appreciation of the Memo Order... 30
Consultation with Teachers and Parents 33
Identification of Garden Lots 34
Collaboration with the PTA, LGU & Other Gov..Agencies... 35
Strategies Utilized Facilitating Systematic project 36

Implementation..
Self-sufficient Fund Sourcing.. 36
Making Use of Available Resources . 38
Assigning for Garden Area . 39
System of Supervision, Management and Marketing 40
Proper ways of Land preparation, Seed Selection,

Planting and plant care..... 47
viii
Graduate School
________________________________________________________________________
Provide Technical Training .. 49
Promoting the Sense of Ownership . 50
Description of Project Success .. 51
Provision for Nutrition and Education for Children .. 51
Importance and Value of Gardening .. 54
Venue for School Publicity . 56
Sacrifices Paying Off. 57
Tangible Benefits of the Program ... 59
Motivated to do Gardening Works .. 60
Good Management Matters.. 61
What are the common problems encountered during the

implementation, if any?.......................................................... 62
Problems Encountered in the Implementation of the Program 63
Stealing .. 63
Waning Attendance for Bayanihan 64
Water Bill Rising .. 64
Ways Done to Address Problems 65
Seeking Assistance from Community Leaders,

Neighbors and Media ... 65
Giving Constant Reminder to Parents.. 66
Calling the Attention of the Culprit ... 67
Providing Cheaper Water Source 68

ix
Graduate School
________________________________________________________________________
IV. DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS 69
Discussions.............................................. 70
Conclusions .. 82
Recommendations 83
REFERENCES.. 85
APPENDICES
A. Letter Request to the Division Superintendent. 88
B. Letter Request to TLE Supervisor. 89
C. Letter Request to Coordinating Principal... 90
D. Letter Request to Manat CES Principal . . 91
E. Letter Request to Manat NHS Principal. .. 92
F. Letter Request to Magsaysay ES Principal 93
G. Letter to Department of Agiculture Agriculturist . 94
H. Interview Guide Question . 95
I. DepEd Memo 293, S, 2007 . 96
J. D.A. Adminsitrative Order No.15, S2011.. 98
K. Manat CES GPP pictures .. 105
L. Manat NHS GPP pictures .. 118
M. Magsaysay ES GPP pictures . 125
N. General Guidelines on the Process of Vegetable Gardening 132
CURRICULUM VITAE.... 163

x
Graduate School
________________________________________________________________________
LIST OF TABLE
Table
1. Number of Respondents. . 18
LIST OF FIGURES
Figures Page
1 Schematic Diagram ...... 14
2 Map of the Municipality of Nabunturan Showing the Location

of the 3 Winning Schools of the Gulayan sa Paaralan Project 21
3 Manat Central Elementary School and their GPP 22
4 Manat National High School and their GPP. 23
5 Magsaysay Elementary School and their GPP.. 24

xi
Graduate School
________________________________________________________________________
LIST OF ABBREVIATIONS
CES - Central Elementary School
DA - Department of Agriculture
DepEd- Department of Education
EPP - Edukasyong Pantahanan at Pangkabuhayan
ES - Elementary School
EWSC - East West Seed Company
FAITH- Food Always in the Home
FAO - Food Agriculture Organization
FNRI - Food and Nutrition Research Institute
GPP - Gulayan sa Paaralan Project
HNC - Health and Nutrition Center
LGU - Local Government Unit
MAGRO - Municipal Agriculture Office
MOU - Memorandum of Understanding
NAT - National Achievement Test
NGO - Non-Government Organizations
NHS - National High School
PAGRO -Provincial Agriculture Office
PTA - Parents Teachers Association
SIGA - School Inside a Garden Project
TLE - Technology and Livelihood Education

1
Graduate School
________________________________________________________________________
Chapter I
THE PROBLEM AND ITS BACKGROUND
To keep the body in good health is a duty, otherwise

we shall not be able to keep our mind strong and clear
-Buddha
Health is a state of complete physical, mental and social well being, and
not merely the absence of disease or infirmity. Health is a dynamic condition
resulting from proper nutrition and keeping the body fit.
The above citations of Buddha strongly emphasizes the importance of
keeping our body healthy, and its vital role in developing a person to its fullest
potential. Being healthy reduces the risk of getting diseases, and keeping well
the body emotionally, physically, and spiritually leads to a happy, productive life.
In education, a well-nourished, healthy body is essential in developing the
childrens mental and physical development. It is indeed very important for
children to have proper nutrition so that they will learn well in school. Research
about learning tells us that poor health and hunger hinder a childs quest for
knowledge and skills.
In the Philippines today, malnutrition is one of the most unabated health
problems among public school students. Studies have shown that there are
many children who come to school on an empty stomach. Learning is severely
affected when students are hungry. Hunger affects the physical and mental
development of children. This results to absenteeism, poor school performance

2
Graduate School
________________________________________________________________________
and eventual dropping out, as stressed by Bro. Armin A. Luistro, the DepEd
Secretary.
The following data shows the nutritional status of public school children:
The 2010 Department of Education (DepEd) data showed that of the almost 14
million elementary pupils, 6.28 percent dropped out in school year 2009-2010.
This means that there were more than 800,000 pupils, who left school in that
year. In the secondary level, out of the more than 6.8 million high school
students, more than 540,000 dropped out. This was 7.96 percent dropped out
rate. Malnutrition and poverty are the main causes why pupils/students dropped
out of school.
According to the 7th National Survey conducted by the Food and Nutrition
Research Institute, over 2.6 million children aged six to 10 years are
underweight, which is roughly 26 percent of the population. Long standing or
chronic malnutrition, which manifests in iron deficiency anemia, iodine deficiency,
and vitamin A deficiency, affects a very high percentage of school children in at
least 25 provinces.
A study from the Philippines Food and Nutrition Research Institute (FNRI)
showed that in spite of the abundance of common vegetables that grow all year
round, Filipinos, among Southeast Asians rank lowest in vegetable consumption.
It stated that 26 out of every 100 children (6-10 years old) or about 1.8 million
school children are underweight; 33 in every 100 children (6-10 years) or about
3
Graduate School
________________________________________________________________________
1.2 million are stunted or short for their age; and 20 in every 100 school children
(6-12 years old) are anemic.
Recently, the Department of Education (DepEd) disclosed that 562,262
pupils in kindergarten and elementary levels (Grades1-6) enrolled in public
school this year have been considered severely wasted based on nutritional
status reports as of August 31, 2012. The Health and Nutrition Center (HNC)
said, it could only feed 42,372 school children or 7.54 percent of the identified
severely malnourished pupils in 1,010 public elementary schools in 25 provinces
in the country.
In Nabunturan National Comprehensive High School, where the researcher is
currently teaching, the researcher observed that during the course of the school
year, there are a number of drop-outs. For School Year 2011-2012 alone, out of
the total of 143 student drop-outs, 50 are caused by malnutrition and 22 by
poverty.
To address these situations, the Gulayan sa Paaralan Project (GPP) of the
Department of Education was approved and was being implemented since 2007.
It sought to intensify its school-based food and nutrition program to address the
hunger and malnutrition problems which hamper children in pursuing education.
The project aimed to promote self-help food production activities and inculcate
among children the importance of agriculture as a life support system.

4
Graduate School
________________________________________________________________________
However, the Gulayan sa Paaralan Project (GPP), was not clearly
disseminated to all the school administrators especially in far flung areas. Most of
these school administators were not well-informed about the existence of the
project. Therefore, they did not fully comprehend the benefits of the project.
In this study, the researcher focused on the success stories of the Gulayan sa
Paaralan Project (GPP) of the winning schools in the Municipality of Nabunturan.
This included the general guidelines of implementation and the strategies used
by the winning schools.
This study was done to provide motivation and inspiration not only to schools
who want to participate but also to those who participated but were not able to
succeed in sustaining the project. This study also aimed to help schools become
a model for theGulayan sa Paaralan Project.
Moreover, this study aimed to enhance students awareness regarding health
and nutritional value of gardening, develop skills in new technology in organic
gardening which they can replicate in their homes, thus help their family to
achieve food security. Also, this study will help students, especially in public
schools, to complete their education without being affected by hunger and
malnutrition. Therefore, food security through the replication of the program
Gulayan sa Paaralan in students homes decrease the number of school drop
outs.
5
Graduate School
________________________________________________________________________
The depressing nutritional status of public school children in our country
made this study a necessity.
Review of Related Literature
Alexander & Hendren (1998) said school gardening has a long history. In
different contexts school gardens have different priorities. In the past, mostly the
schools garden based learning; gardens are used as laboratories for hands-on
learning of science, environmental studies and other subjects wherein the
gardens are used for personality development of the children.
They continued by saying that school gardening has been shown to
increase self-esteem, help students develop a sense of ownership and
responsibility, help foster relationships with family members, and increase
parental involvement.
In Rural Ecuador, their objectives of a school garden are to develop
children's understanding of vegetable production; raise children's interest in a
more varied diet; help children to learn to produce vegetables; produce foods
appreciated by the community and adapted to the local climate; give
opportunities for children to consume the vegetables they grow (at school
breakfast); encourage children to acquire attitudes of cooperation, responsibility,
self-esteem and self-confidence, motivation and the value of work (Chauliac, et
al., 1996).
6
Graduate School
________________________________________________________________________
School Based Garden Program provides school children with opportunities
to learn about food and nutrition while growing fruits and vegetables in garden
sites. Its basic objective is to inculcate the values of good health and nutrition as
well as to develop the behavior of love of labor and responsibility to plants and to
others.
The benefits of school gardens are many and the evidence has been
corroborated by a diverse group of practitioners and researchers. Numerous
studies point to school gardens as a means of improving academic achievement,
promoting healthy lifestyles, demonstrating the principles of stewardship,
encouraging community and social development, and instilling a sense of place.
(Arden Bucklin-Sporer and Rachel Kathleen Pringle;Timber Press, 2010)
More recently, perceptions of school gardens are changing in response to
increasingly urgent needs for greater food security, environmental protection,
more secure livelihood and better nutrition. Thus, school gardens now used
agricultural training wherein its main orientation becomes food production for
consumption or cash, rather than for experimental and behavioral purposes, with
the hope that the gardens might help to supply the school meals which make
such a difference to childrens health, attendance and educational success.
An example in the U.S., RAMP, a non-government organization, in 2011
expanded its gardening program in the schools of Matin County. Their goal is for
the community to have gardens in each schools and individual homes, and
7
Graduate School
________________________________________________________________________
produce enough to generate additional income from sales at local farmers
markets and elsewhere. (http://www.rampamerica.org/index.php/ramp-s-
programs/gardens)
In Stone Hearth News posted April 28, 2012. The U.S. government gives
funds to the school community gardens and garden based learning. It stated that
the USDA will establish Peoples Garden School Pilot Program to develop and
run community gardens in eligible high-poverty schools. U.S. Agriculture
Secretary Vilsack stated that Grass roots community gardens and agriculture
programs have great promise for teaching our kids about food production and
nutrition at the local level, learning where food comes from and what fresh foods
taste like, and the pride of growing and serving vegetables and fruits that grew
through your own effort, are life-changing experiences.
(http://www.stonehearthnewsletters.com/us-government-funds-school-community
-gardens-and-garden-based-learning-opportunities/gardening/)
The advent of the third millennium poses a great challenge to school
administrators. The complexity of modern life places them in a dilemma on how
to perform their administrative function effectively. It launches them to a search
for methods and techniques so as to be effective and efficient in delivering quality
education to students (Darch,2004).
The Gulayan sa Paaralan Project of the Department of Education seeks to
intensify its school-based food and nutrition program to address the hunger and
8
Graduate School
________________________________________________________________________
malnutrition problems which affects public school children to complete their
education. The success of the project greatly depends on the administrators
management and leadership for the effectiveness of the implementation.
The quality of management and leadership makes a significant difference
to schools and student outcomes. The school needs trained and committed
teachers but need the management and leadership of the effective principal to
attain the aims of quality education (Bush, in press)
The process on the aims of the organization is at the heart of educational
management and leadership. In most schools, aims are decided by the principal,
it is strongly influenced by the expectations of government. The school principal
should be able to modify government policy and develop alternative approaches
based on school-level values and mission (Bush,2003:1-2)
Cuban (1988:xx) distinct leadership with change while management is
seen as a maintenance activity. He stresses that leaders are people who shape
the goals, motivations, and actions of others. While management is maintaining
efficiently and effectively current organizational arrangements, managing exhibits
leadership skills, but the function is toward maintenance rather changed.
(Bush1998; 2003) links leadership to values or purpose while management
relates to implementation or technical issues.
Leithwood et al.(1999) make an important point that, in practice, principals
in their day-to-day work are rarely aware of whether they are leading or
9
Graduate School
________________________________________________________________________
managing; they are simply carrying out their work on behalf of the school and its
learners. However, the nature of that work should reflect the school context and,
in particular, its needs at any one time.
Gregorio (1990) pointed out that the success of any in-service education
program in a school is dependent to a large extent upon the principal. Morale,
enthusiasm, and desire of the personnel to grow are most likely to result from
inspiration and stimulation by the principal. As is the principal, so is the school,
is an old saying which has been acknowledged. This holds true with the success
of the implementation of any governments thrust for the principals role is to lead
the teachers in any school activities.
School Based Gardening in the Philippines
Here in the Philippines, the concept of school gardening is not something
new. Since the time of our grandparents every school has a garden, this became
a part of the Filipino culture that government even have programs on school
based gardening. To mention a few are the Gulayan sa Kalusugan, 1978. This
program provided grants and loans to encourage backyard and communal
production of vegtables and improve nutrition of Filipino households. Food
Always in the Home (FAITH), 1988, founded by a non-governmnetal Mindanao
Baptist Rural Life Center (MBLRC) has developed a systematic way of gardening
which provide home vegetables throughout the year. And School Inside a
Garden Project (SIGA), 1995, which directed all schools in the country to set
10
Graduate School
________________________________________________________________________
aside adequate land for cultivation of a school garden. The vegetables were to
be used to supplement food feeding programs or could be sold to operate
additional school income. (DepEd Memorandum 77,s.1995).
However, these school based gardening programs could not be sustained.
This was largely due to changes in the priorities of subsequent presidents. It was
not until 2007, under President Glora M. Arroyo, that the school-based gardening
program was resumed through the Gulayan sa Paaralan Project in 2010. The
Gulayan sa Paaralan Project was strengthened under the Tanim sa
Kinabukasan a project of the Department of Agriculture, with Pres. Benigno C.
Aquino III.
The Gulayan sa Paaralan Project (GPP) is under the AgriPinoy Program
of the Department of Agriculture in partnership with the Department of Education.
The project aims to address problems on malnutrition by teaching the students
the values of eating healthy food through sustaining the supplementary feeding
program of DepEd. Children are taught how to plant and grow vegetables
through natural farming and to replicate it at home to ensure sustainability.
In 2011, the provincial government of Compostela Valley adapted the
GPP, with the collaborative effort of the Provincial, Municipal Agriculture Office
and the Department of Education.The Division of Compostela Valley began a
campaign to sustain the program and to generate enthusiasm from schools. To
further promote zeal to participate, a competition on Best School Garden was

11
Graduate School
________________________________________________________________________
promoted. The contest guidelines and prizes were provided by DepEd in
partnership with the local and congressional offices.
By school year 2011-2012, a number of schools, elementary and
secondary participated. Manat Central Elementary School won the 1st place for
elementary category and Manat National High School for the secondary
category.
Statement of the Problem
This study described the implementation of GPP in winning schools of
Municipality of Nabunturan. It sought to answer the following (see appendix H for
complete interview guide);
1. What is Gulayan sa Paaralan Project all about?
2. What are the success stories of the 3 top winning schools implementing the
GPP?
3. What are the common problems encountered during the implementation, if
any?
Theoretical Framework
This study is based on the theory of Educational Management in which it
is an applied field of management that refers to the application of theory and
practice of management to the field of education or educational institutions.
(Okumbe, 1999).
12
Graduate School
________________________________________________________________________
Management as described in operator terms What is to be done, how is it
to be done and how we know when to be done. Good management should
result in an orderly integration of education and society. School management, as
a body of educational doctrines, comprises a number of principles and percepts
relating primarily to the technique of classroom procedure and derives largely
from practice of successful predecessors. (Sen, Varsha)
Educational Management theory strongly relate to the concept of
leadership and management in which it needs to be given equal importance if
schools wanted to operate and achieve their objectives. Leading and managing
are distinct but both are important The challenge of modern organizations
requires the objectives of the manager as well as the flashes of vision and
commitment wise leadership provides (Bolman & Deal, 1997:xiii-x-iv).
The adoption of the education management theory is essential for the
success of the Gulayan sa Paaralan Project. It is in the school principals
management and leadership to attain any schools projects and thrusts. This
theory serves as the guiding principle in realizing the project to ensure its
accomplishment.
In this study, the Gulayan sa Paaralan Project (GPP) is the main aspect to
be focused on as shown by the schematic diagram (fig. 1). Under the GPP is its
Background/ Legal Basis/ Objectives of the Program, Steps undertaken in the
implementation, Problems encountered and addressing the problems. The

13
Graduate School
________________________________________________________________________
background tells about the formal creation of GPP. The Legal Basis refers to
DepEd Memorandum No. 293,s. 2007: Amended Guidelines on the
Implementation of Gulayan sa Paaralan Project and D.A. Administrative Order
No. 15, 2011 the amended guidelines on the implementation of Programang
Agrikulturang Pillpino (Gulayan Sa Paaralan). The objectives refer to the benefits
of the project which mainly aims to promote self-help food production activities
and values among children that will appreciate agriculture as a life support
system. The steps undertaken in the implementation refers to the guidelines and
its strategies of implementing the project. The problems encountered refer to the
difficulties or obstacles being encountered by the winning schools and how they
address these problems.
Based on this Gulayan sa Paaralan Project, the study presents the
success stories of the winning schools in the Municipality of Nabunturan to
inspire public schools in the Municipality to participate in the project and to
appreciate and value the benefits contributed by the organic vegetable gardening
to its school and community. This study will also serve as potential basis of
implementation to those schools who want to participate and to those who
participated but were not able to succeed in sustaining the project.

14
Graduate School
________________________________________________________________________
BACKGROUND/LEGAL
BASIS/OBJECTIVES OF THE
PROGRAM SUCCESS STORIES
STEPS UNDERTAKEN IN THE OF THREE SCHOOLS

IMPLEMENTATION
IN THE MUNICIPALITY OF
PROBLEMS ENCOUNTERED
NABUNTURAN
ADDRESSING THE PROBLEM
GULAYAN SA PAARALAN PROJECT
Fig. 1: Schematic Diagram

15
Graduate School
________________________________________________________________________
Significance of the Study
In general this study will be a handbook for everyone who wish to
participate in the project or for those who would want to have a gardening
program, be it in their homes, offices, institutions, etc.
School. In implementing the GPP, the school will have a physical
transformation wherein vacant areas of the school can become garden lots. This
study will help the school become a model school for implementing the Gulayan
sa Paaralan the Project not only to other schools but to the community as well.
Teachers. This study will render as solid guidelines in implementing
Gulayan sa Paaralan Project and more importantly on how to sustain the project.
This will provide an opportunity to develop the overall personality of their
students other than the classroom.
Students. As the main beneficiary of the GPP, this will help develop their
sense of responsibility and self-dependence through gardening. This will serve
as their guide how to make gardening a source of food and profitable livelihood.
Parents. With this study, the parents will have an increased level of
consciousness on health and nutrition, they can benefit out of home gardening.
They will enhance their knowledge on how to have a garden in their own homes
to augment source for their daily food supply.
Community. This will help heighten the knowledge of the public on the
importance of fruits and vegetables for health improvement. Thus, this will also
16
Graduate School
________________________________________________________________________
provide economic benefits by having a locally grown food products available at
home and for the market.
Definition of Terms
The following terms, which are used in this study, are operationally
defined.
Dropout. It means students who leave school for practical reasons and not able
to finish his/her education. In Philippines Education, students drop-outs to school
for the following causes:Illness/Physical Defect, Economic Difficulties, Change of
Residence, Home Chores/Farm Work, and Lack of Interest.
Guidelines. A complete set of procedures in implementing the program or
project.This refers to the series of steps to be carried out or a detailed plan to
guide you in determining a course of action.
Focal Person. A person identified to manage and supervise the Gulayan sa
Paaralan Project. This person is equipped with knowledge and hands-on
experience on gardening acquired through trainings given by MAGRO and
EWSC.
GPP. Gulayan sa Paaralan Project. A vegetable garden program by the
Department of Agriculture and Department of Education implemented in public
schools.
17
Graduate School
________________________________________________________________________
Harvest Festival. A time the Gulayan sa Paaralan Project of the school is
evaluated by the GPP monitoring and evaluating team. It is a time also; teachers,
students, parents and school stake holders get together to celebrate a bountiful
harvest of vegetables.
Malnutrition. A poor nutrition caused by insufficient or poorly balanced diet.
Supplemental Feeding. A feeding activity of the school to address the
malnutrition of students.
Sustainability. It refers to the project continuity of the project or how will be
carried over from a school year to next.
Scope and Limitations of the Study
This research will cover the history, legal basis and objectives of the
Gulayan sa Paaralan; the success stories of the Gulayan sa Paaralan Project in
the municipality of Nabunturan, problems encountered and the strength of the
project. However, the bases for the success stories of this study is only limited to
the following winning schools of the Municipality of Nabunturan namely; Manat
National High School, Manat Central Elementary School and Magsaysay
Elementary School.
18
Graduate School
________________________________________________________________________
Chapter II
METHODOLOGY
This chapter deals with the discussion of the methods and procedures
used in the study. It includes the explanation of the research design, research
locale, research participants, research instruments, and research procedure.
Research Design
This study used the qualitative research design wherein the researcher
presents the testimonies of the winning schools in the municipality of
Nabunturan, in a thematic manner, using the holistic inquiry method, participant
observation and in-depth interviews.
Research Subjects
There were 47 key persons who were interviewed in this study who
provided valuable information or feedback about the GPP and the winning
schools.
Table 1 below shows the categories of the respondents.
Table 1. Number of Respondents
Type of Respondents Number

School Principal 3
Teachers 9
Focal Person 3
Parents 15
Students 15
Municipal Agriculturist 1
DepEd Division Education Supervisor 1
Total 47
19
Graduate School
________________________________________________________________________
Research Instruments
The data gathered in this research were taken from documents and
interviews. Data on the background, rationale and legal basis of the GPP were
gathered from the Municipal Agriculture Office of Nabunturan and the Deped
Division Office of Compostela Valley
The interview of the respondents provided supplemental data regarding
the GPP. The interview guide is composed of four (4) significant questions which
inquired about the step undertaken by the respondents in implementing the GPP,
the strategies they utilize to facilitate systematic implementation, the
respondents success story of GPP, the problems encountered in the
implementation and how the problems were addressed.
Research Procedure
First, the researcher asked permission from the offices of the DepEd
Division of Compostela Valley and District Offices to conduct interview to the
winning schools of GPP in the municipality of Nabunturan. After the permission
was granted, the researcher then asked permission from the Principals of the
winning schools to access the records and conduct interviews regarding the
GPP. After the permission was granted and the schedule of interview was given,
the researcher personally met the respondents to conduct the interview from
January February 2013. The principals, focal persons, teachers, were
interviewed personally by the researcher in their respective schools and offices.

20
Graduate School
________________________________________________________________________
The students were interviewed during their snack time or break time.
Mostly, the interviewed parents were those who were waiting for their children for
lunch time.
The DepEd Memorandum Order about the GPP was gathered through
inquiries with one of the Education Supervisors who is in charge of the GPP in
the Division of Compostela Valley in November 2012; the D.A. Administrative
Order and the general guidelines for implementation of the GPP was supplied by
the Municipal Agriculturist of the municipality of Nabunturan through inquiries in
January 2013.
Research Locale
This study is conducted in the public schools of the Municipality of
Nabunturan. The municipality of Nabunturan is situated along the northeastern
part of the province of Davao, falling within 1250-27 east longitude and 70-41
north latitude. Nabunturan is 88 kilometers away from Davao City and 33
kilometers from the newly created Tagum City, via concrete/asphalted National
Highway. It is bounded in the north by the municipality of Montevista, on the west
by New Corella, on the southwest by Mawab, on the south by Maco and Mabini,
on the southeast by Maragusan, on the east by New Bataan and by Compostela
on the northeast.
21
Graduate School
________________________________________________________________________
Fig. 2: Map of The Municipality of Nabunturan Showing the Location

of the 3 Winning Schools of the Gulayan sa Paaralan Project
22
Graduate School
________________________________________________________________________
The Manat Central Elementary School is situated in the barangay of
Manat, and is approximately 8 kilometers southeast from the Poblacion of
Nabunturan, Compostela Valley and about 4 kilometers away from the provincial
capitol via a concreted/asphalted highway. At present, the school has 648
students with 20 teaching staff. It has a land area of 2 hectares and half a
hectare of the land which were used for the GPP. See (Appendix K) for the
Manat CES GPP pictures.
Fig. 3 Manat Central Elementary School and its GPP

23
Graduate School
________________________________________________________________________
Manat National High School is also situated in barangay Manat. It is
adjacent to Manat Elementary School. The school has 872 students with 31
teaching staff. Its total land area is 2 hectares and 200 square meters of the land
area were cultivated for the GPP. See (Appendix L ) for the Manat NHS GPP
pictures.
Fig. 4 Manat National High School and its GPP

24
Graduate School
________________________________________________________________________
Magsaysay Elementary School is approximately 5 kilometers north of the
Poblacion of Nabunturan via concreted/asphalted National Highway. Presently, It
has 544 students with 10 teachers. The school has a land area of 1 hectare.
However with the support from one of its parents, the school was able to use
one-fourth hectare of his land for the GPP. See (Appendix M) for the Magsaysay
ES GPP pictures.
Fig. 5 Magsaysay Elementary School and its GPP

25
Graduate School
________________________________________________________________________
Chapter 3
PRESENTATION OF FINDINGS
This chapter presents the results of the research questions on what
Gulayan sa Paaralan Project is all about, the success stories of the top 3 winning
schools, and the common problems encountered during the implementation. The
results of the study are presented following the statement of the problem posed
in the previous chapter.
What is Gulayan sa Paaralan Project all about?
This section presents the results of the statement of the problem number
1; What is Gulayan sa Paaralan Project all about? The data were taken from
documents coming from the Department of Education and the Department of
Agriculture. Document analysis was done on each document in order to
determine their relevance to the study. In order to generate comprehensive
information, 3 specific questions were formulated.
Background and Rationale of Gulayan sa Paaralan Project
The succeeding paragraphs show the result on the specific question;
What is the background or the rationale behind the project? which is under
statement of the problem number 1. Documents were the bases for determining
the background and rationale of Gulayan sa Paaralan Project.

26
Graduate School
________________________________________________________________________
The DepED Memo 293, S.2007 presents the rationale of the GPP which is
to address the two problems in the country that affect 19% of Filipino
families.These problems are hunger and malnutrition. The Gulayan sa Paaralan
Project is to be implemented tying up with the Programang Agrikultura sa Masa
of the Department of Agriculture at all levels of the Government.
The Administrative Order No 15, S.2011 shows the main rationale of the
Gulayan sa Paaralan project in its general objective which is Promote self-help
food production activities and values among children that will appreciate
agriculture as a life support system.
Legal Basis for the Implementation of the Project
The paragraphs present the result on the specific question; What is the
legal basis for the implementation of the project? This specific question number
2 is still under the first major question; What is Gulayan sa Paaralan Project all
about?
There are two documents from the government that serve as legal basis of
the GPP. The DepEd Memo No 293, S. 2007 Gulayan sa Paaralan (see
appendix I) and the D.A. Adminsitrative Order No. 15, S. 2011 Amended
Guidelines on the Implementation of the Programang Agikulturang Pilipino
(Gulayan sa Paaralan) (see appendix K).

27
Graduate School
________________________________________________________________________
The Deped Memo No. 293, S. 2007 is the mandate from the Deped
Secretary to all DepEd offices to implement the Gulayan sa Paaralan which shall
be tied-up with the Programang Agrikultura Para sa Masa of the Department of
Agriculture at all levels.
The Memo mandated to all public elementary and secondary schools to
use organic gardening technologies. The expenses incurred from the
implementation of this project shall be charged and sourced from the regular
MOOE, savings or donations and shall become part of the regular budget of the
school in the succeeding fiscal years.
The D.A. Administrative Order No 15, S. 2011 mandated that the
Department of Agriculture (D.A) and Department of Education (DepEd) shall
work hand-in-hand thereby tapping other agencies such as the Department of
Interior and Local Government (DILG), Local Government Units (LGUs),
Department of Health-National Nutrition Council (DOH-NNC), Non-Government
Organizations (NGOs), Parents-Teachers Association (PTA) and others.
This document states the criteria for the selection of the participating
schools. These schools must be located within the priority provinces (P1 & P2)
identified by the DSWD.These school must have a vacant lot of at least 200
square meters for the establishment of the project. These schools should commit
willingness in taking responsibilities for the success of the program.

28
Graduate School
________________________________________________________________________
This document also states the strategies of the implementation of the
project wherein a Memorandum of Understanding (MOU) shall be executed
among partnering agencies with their roles and functions. The D.As main
function as the agency spearheading the implementation of the GPP, to provide
continuous assistance such as providing planting materials and gardening tools,
conduct trainings and leads the advocacy campaign for vegetable production and
consumption; and conduct monitoring and evaluation. The DepEd as co-
implementer of the project will mainstream the budgetary requirements and
development plans for the ensuing years to ensure regular budget and also
conduct monitoring and evaluation. LGUs will provide the physical assistance
and resources such as incentives, awards and others support in the
implementation of the project. The other sectors such as NGOs and private
sectors will provide additional support such as garden tools, additional planting
materials, seeds, fertilizers and others.
Overall this document from the Department of Agriculture is the guiding
principle to other participating agencies to ensure meeting the target that the
program will cover which is leveled off to be until 2016.

29
Graduate School
________________________________________________________________________
Objectives of the Project
This section presents the result of the specific question number 3 of the
first research question.
The objectives of the GPP presented in the Deped Memo No. 293, S.2007
and D.A. Administrative Order No. 15, S. 2011 can be summed-up as follows:
To expand or enhance the public knowledge about the benefits of good
nutrition by establishing school gardens of fruits and vegetables with
rich sources of vitamins and minerals for supplemental feeding;
To showcase small-scale food production and serve as models for the
household/community to be replicated and promote family food
security;
To promote vegetable production through natural farming;
To inculcate the values of good health and nutrition, industry, love of
labor and caring to others.
General Guidelines on the Process of Vegetable Gardening
The Department of Agriculture promotes organic vegetable gardening.
Through the Munucipal Agriculture Office (MAGRO), a seminar/workshop was
conducted to schools who will participate in the GPP. MAGRO also provided the
guidelines on the process of organic vegetable gardening. (Appendix N)

30
Graduate School
________________________________________________________________________
What are the success stories of the top 3 winning schools
implementing the Gulayan sa Paaralan Project?
This section presents the results of the second research question; What
are the success stories of the top three winning schools implementing the
Gulayan sa Paaralan Project? To gather deeper and wider perspectives about
the success stories of the three schools identified, an in-depth interview was
done on the research informants. There were three specific questions raised in
order to gather comprehensive pieces of information about how these schools
made it to the top.
Steps Undertaken in the Implementation of Gulayan sa Paaralan Project
This section presents the responses to the specific question; What steps
did you undertake in the implementation of Gulayan sa Paaralan Project? From
the responses of the research informants, the following themes are generated:
assessment and appreciation of the memorandum order, consultation with
teachers and parents, identification of garden lot, and collaboration with the PTA,
LGU and other government agencies
Assessment and Appreciation of the Memorandum Order. The
responses showed how respondents proceeded after they acquired the DepEd
Memorandum about the GPP. The school gardening has been a part of (EPP)
Edukasyong Pantahanan at Pangkabuhayan subject in elementary in the
Agricultre area. Mr. Allan Guerta said that;

31
Graduate School
________________________________________________________________________
Actually, there is a general memo man, natanggap

namin sa Gulayan sa Paaralan Project pero always
man na naa tay agricultural, as a requirement, as a
compliance that EPP subject has a garden. Nag entry
kami sa evaluation pero hanggang sa 4th place, 6th
place lang kami, wala kaming harvest festival, di namin
alam ang criteria at kung anong dapat gagawin.
(Actually, there is a general memo we received about

the Gulayan sa Paaralan Project. The school always
have agriculture as a requirement and compliance of

the EPP subject. We participated on the evaluation but
we only ranked 4th place and 6th place because we
dont have a harvest festival and we dont know the
criteria.)
In the secondary level, it is a part of (TLE) Technology and Livelihood
Education subject in the Agriculture area. Mrs. Fely added that;
Kanunay man mi naay garden ang school as part of

hands-on activity nila sa Agriculture na specialization
sa TLE subject.
(We always have a school garden as part of students

hands-on activity in Agriculture specialization on TLE
subject.)
In 2011, the Provincial and Local Governments of Compostela Valley
through the Provincial and Local Agriculture Offices with the coordination of the
DepEd, Division of Compostela Valley; initiated a seminar workshops/training
and campaign on the implementation of the project. Mr. Nomar mentioned that;
Niadtong June 2011, nakadawat mi memo gikan sa

DepEd bahin aning Gulayan sa Paaralan nga
nagdasig sa mga eskwelahan nga mo apil.
32
Graduate School
________________________________________________________________________
(It was on June 2011, we received a memo from the

Department of Education encouraging schools to
participate.)
Some schools were identified based on the capability to implement the
project. Mrs. Felly said that;
Naay taga MAGRO, si Maam Aying Siaboc og taga

(EWSC) East West Seed Company na si Ronald
Adorable ni approach na pwede ba na himoon pilot
school ang Manat NHS sa Gulayan sa Paaralan
Project. Kay capable man ang school, naay signing of
(MOU) Memorandum of Understanding ang nahitabo.
(Maam Aying Siaboc from MAGRO and Ronald

Adorable form ESWC approached me and asked if
Manat NHS can be a pilot school for the GPP. Because
of the capability of the school, a signing of MOU was
initated).
Another school identified was the Manat Central Elementary School. Mr.
Allan supported that;
The MAGRO or the Municipal Agriculture Office were

able to ask our permission that the EWSC can pilot our
school as a demo farm, which theres a signing of
(MOU) between partners agencies last August 2011.
Ang MAGRO at PAGRO nagbigay sa amin ng criteria
on the Gulayan sa Paaralan Evaluation, basing on the
criteria, we cope up para naman yung paghihirap o
ginagawa naming ay di masayang.Nagbigay din sila ng
schedule for evaluation at mga dapat gawin tulad ng
documented dapat ang harvest festival
.
(The MAGRO and PAGRO gave us the criteria on the
Gulayan sa Paaralan Evaluation, basing on the criteria,
we cope up so that our efforts would not be wasted.
They give us also the schedule for evaluation and
things to consider on during evaluation like
documentation on harvest festival.)
33
Graduate School
________________________________________________________________________
Consultation with Teachers and Parents. Parents Teachers Association
(PTA) plays an important role in the success of school programs. A good
relationship between parents and teachers is very essential in the
implementation of the Gulayan sa Paaralan project. The Magsaysay Elementary
School principal, Mr. Nomar Trinidad said that after the school was identified as a
participant of the GPP;
Ang akong gihimo, gikonsulta nako ang mga teachers

ug nagpatawag mi ug PTA assembly sa mga parents
para ma planohan ang maong project.
(What I did was, I consulted the teachers and called

for a PTA assembly to discuss and plan the GPP.)
Mr. Allan Guerta of Manat CES supported the same action after his school
was identified;
Sa among PTA Assembly gipahibalo nako sa mga

ginikanan ang kooperasyon sa school sa Gulayan sa
Paaralan Project, gikunsulta nako sila sa mga plano
og mga dapat buhaton. Gi encourage nako ang ilang
full cooperation para sa kani na programa.
(In our PTA Assembly, I inform the parents on the

cooperation of the school on the GPP, I consulted
them on the plans and things to do.)
In Manat NHS, Mrs. Feliciana Calamba, the Focal Person said that;
Sa PTA Assembly, m istorya ko sa mga ginikanan sa

mga bata, gipasabot nako sa ila ang GPP.
Nagkonsulta ko sa ila unsay maayo buhaton og
nagdasig sa ila na ang ilang kooperasyon kay dako
kaayo na tabang para magmalamposon ang
programa.
34
Graduate School
________________________________________________________________________
(During PTA Assembly, I explained to the parents the

rationa of the GPP. I consulted with them the plans
and encouraged them to cooperate and asked for
their assistance, because it is crucial for the success
of the project.)
Identification of Garden Lots. In the Gulayan sa Paaralan Project, the
school must have a vacant lot of at least 200 square meters for the establishment
of the project and that the school should show willingness in taking
responsibilities for the success of the program.(D.A.No.15, s-2011 )
The Magsaysay ES has a land area of 10,000 square meters, to procure
the area for the GPP, what Mr. Nomar did was;
Gi approach namo si Dennis Siarot, usa pud ka

ginikanan, nga gamiton iyang luna atubangan sa
eskwelahan. Nisugot siya og siguro mga 2000 square
meters nang among gigamit nga area sa GPP.
(I approached Mr. Dennis Siarot, a parent of one of

our students. I ask him if we can use his lot located in
front of our school for the GPP.He agreed.The area is
almost 2000 square meters).
While the Manat NHS, as revealed by Mrs.Felly, has a land area of 5,000
square meters.
Para sa area sa GPP, ang gibuhat sa school kay

nagkuha og part sa playground area na gi allocate
para sa Gulayan with the permission of Mr. Monera
na incharge.
(For GPP area the school use some part of the

playground area with the permission of Mr. Monera
who is incharge.)
35
Graduate School
________________________________________________________________________
Collaboration with the PTA, LGU and other Government Agencies.
Upon the implementation of the GPP, the respondents asked the coordination of
the PTA, LGU and other agencies to support the project to ensure its success.
Mr. Nomar of Magsaysay ES stated that
Ang naglihok gyud dri sa amoa ining gulayan kay ang

PTA, MAGRO, LGU ug kadtong ESWC. Ang East-
West nag hatag sila ug seed, sila gyud ang nag
supervise ug nag giya kung unsaon pag garden sa
pagsugod. Ang sa Barangay, tabang pud sila ug tan-
aw tan-aw sa mga gulay og mga Barangay tanod.
Ang DepEd naga anhi pud dri ug naga monitor ug
kung mag evaluation na.
(The PTA, MAGRO,LGU helped in our Gulayan. The

ESWC gave seeds and one supervised and provide
tecgnical support to us. The Barangay and its Tanod
help in the security of the garden. The DepEd
monitors and come on evaluation time.)
While in Manat CES some non-government agencies were able to extend
their support. Mr Allan stated:
Ang PTA, more on workforce og materials pareha

anang bunot, madre de cacao para trellis, sila ang
mag-ugsok, kay ang mga bata kay more on mga
ginagmay ra na sila na trabaho. Ang Barangay
Council kay nag-assign og mga tao na motabang og
bantay para dili kawaton ang mga gulay. Mga NGOs
sama sa OISCA, they conducted training on organic
gardening, they gave also materials like garden
tools,garden equipment like sprinkler cans,and seeds.
The ALCANTARA Group of Company Foundation
gives seeds too and Tagum Cooperative, binigyan
kami ng seeds worth 2,500.
(The PTA is more on the workforce and provides

materials such as coconuct husks, madre de cacao
for trellis. They are the ones assembling (the trellis)
36
Graduate School
________________________________________________________________________
because the children work just the lighter tasks. The

Barangay Council assigned men to guard the gardens
from thieves. The NGOs like OISCA, they conducted
training on organic gardening. They also gave
materials like garden tools, garden equipment such as
sprinkler cans and seeds.) The ALCANTARA Group
of Companies Foundation gives seeds. Tagum
Cooperative gave us seeds too amounting to
2,500.00 pesos.
Strategies Utilized Facilitating Systematic Project Implementation
This section presents the responses to the specific question; What
strategies did you utilize to facilitate a systematic implementation of the project?
From the responses of the research informants, the following themes, deemed as
strategies for systematic project implementation, are generated: self-sufficient
fund sourcing, making use of available resources, assigning for garden area,
system of supervision, management and marketing, proper ways of land
preparation, seed selection, planting and plant care, providing technical training,
and promoting the sense of ownership.
Self-sufficient Fund Sourcing. At the start of the GPP the schools have
basically no funds available. They used different strategies in acquiring such
funds to push through with the project. Mr. Nomar Trinidad confided;
Amoang source of funds sa pagsugod mahulog nga

wala gyud mi funds pa, ang among gibuhat among
personal funds lang sa among gigamit. Ang mga
teachers nga moduol dri kay naay kinahanglan sa
garden, ako lang silang ingnon nga gastohi lang sa,
ato lang nang i refund pag mag harvest na. Ilista lang
kung unsa ang gipalit ug tiguma ang resibo para ma
refund. Ang ubang section naa silay gamay nga funds
37
Graduate School
________________________________________________________________________
sa ilang homeroom so mao to ilang gigamit pero gi

refund lang gihapon pag naa nay kita ang gulayan.
(At the start, we do not have the source of funds yet.

What we did is we used our own personal funds. I just
told the teachers who came here asking for funds to
just buy the things needed and we will refund it when
harvest comes, just list all the items bought and keep
the receipts for us to be able to refund. Other sections
have a little fund generated from in their classes.But it
must be refunded to them when the project generates
income.)
While the Manat NHS used the PTA funds, as Mrs. Felly noted;
Sa pagsugod, gigamit namo ang PTA coconut income

na Php 4,000.00 para sa mga materyales sa gulayan.
Gipalit og mga materyales sama sa plastic mulch og
barb wire para sa koral sa Gulayan. Katong naa nay
kita ang gulayan, gi refund tong nagasto sa PTA.
(At the start, we used the PTA coconut income worth

4,000.00 to buy materials for the GPP. We bought
plastic mulch and barb wires to fence the GPP. By the
time we started earning from our GPP, the amount
was refunded.)
Manat CES used the funds from their canteen. Their canteen is run by the
EPP Department in which the different areas of the EPP like home economics,
agriculture, etc., have their share of the canteen income. Mr. Guerta had this to
say regarding their strategy;
Yung source of funds namin galing sa canteen,

canteen share for agriculture yun ang ginamit worth
mga P15,000.00, para sa mga materyales na
gagamitin sa Gulyan sa Paaralan. Nang kumita na
ang Gulayan, binalik yung nagastos, kasi self
sustainable na ang Gulayan.
38
Graduate School
________________________________________________________________________
(Our source of funds is from the canteen share for

agriculture worth P15,000.00 which wre used for the
materials of the GPP. When the GPP has the income,
we returned the money incurred because the GPP is
already self sustainable.)
Making Use of Available Resources. In support of the project, the LGU
of Nabunturan provided physical assistance like tractors for land preparation.
MAGRO provided some planting materials, garden tools and some seeds. Other
NGOs like East West Seeds Company provided hybrid seeds and technical
assistance and supervision. Mr. Roy Fernandez, Focal Person of Magsaysay
Elementary School, disclosed;
Sa pagsugod sa Gulayan dri sa eskwelahan, ni

request mi sa Munisipyo nga ipatractor ang area.
Provided mi og mga seeds ug fertilizer ug uban pang
mga gamit gikan sa mga partner agencies, sa tools
gadala ra man ug kaugalingon ang mga estudyante
ug ginikanan.
At the start of the GPP here in our school we

requested the Municipal office to use the tractor in
plowing the area. We are provided with seeds and
fertilizers and other garden materials from other
partner agencies. The parents and students brought
their own gardening tools.)
Mr. Guerta added;
The community itself pag-ingon nimo na mao ni nyo

responsibility, sama sa magdala og mga bunot og
madre de cacao, respondi dayon. Diha ko bilib sa
mga parents sa mga bata kay mosuporta jud.
(The community itself, when we informed there of

their responsibilities like to bring coconut husks and
branches of madre de cacao, they responded
39
Graduate School
________________________________________________________________________
immediately. That is where I salute to the parents of

the students because they really support the GPP.)
Assigning for Garden Area. In assigning an area for garden lots to the
students, the three winning schools used different strategies. Their only similarity
in assigning an area to students was by coursing it through EPP/TLE agriculture
classes.
In Magsaysay ES, according to Mr. Roy Fernandez, areas were assigned
by section. They also allocated areas for EPP Agriculture class. He said;
Nag assign dayon mi ug area kada section. Nag

gahin pud mi ug area para sa among EPP nga
subject. Sa among EPP, nag assign mi tulo ka bata
kada plot ug ang area sa kada section kay depende
na sa ilang adviser kung unsa ilang pamaagi pag
assign sa mga bata.
(We assigned an area for every section. We also

allocated areas for the EPP subject. In our EPP, we
assigned 3 children for every plot. For grade section
areas the adviser is in charged in assigning plots to
pupils.)
While in Manat CES, they divide the garden lots and distributed the
responsibility to all grade 4-6 in their EPP subjects, teachers, nurse, PTA and
Barangay Officials. This was shared by Mr. Guerta, who said;
We divided the garden lot into 60 plots, distributed to

all the learners in grade 4-6, intended for their
agriculture subject. Teachers including the district
nurse are given 3 plots to take care of. The parents
automatically involved where their child is assigned.
The PTA and barangay officials were also given a
part to plant and take care.
40
Graduate School
________________________________________________________________________
Manat NHS assigned lots to students through TLE Agriculture subject.
The class sections were also assigned lots for gardening. Class advisers were
encouraged to cultivate utilizing classroom areas. A contest was done to foster
encouragement. Mrs. Felly, focal person of Manat NHS, confided;
Sa ilang Agriculture subject sa TLE, ang mga bata

kay gi group nako sila og sa matag grupo nay naay
naka assign sa ila na plot na atimanon.Sa matag
section pod, g encourage ang mga advisers na mag
gardening sa ilang area pinaagi sa isa ka contest.
(In their Agriculture subject in TLE, I grouped the

students. Every group was assigned plots to be taken
care of. Also, in every section, the advisers were
encouraged to have a garden in their area. A serach
for the well-taken care of garden was held.)
System of Supervision, Management and Marketing. As the responses
of the informants revealed, there was a system with which they observed in the
implementation of the program. This system combines the areas of supervision,
management and marketing.
The responses of the research participants present their different
approached of managing the GPP in their respective school. For Magsaysay ES,
Mr Nomar said:
Para ma-inspire pud ang mga parents naay 50%

share sa halin nga maadto sa PTA nga pondo pero
para lang gihapon sa school supplies sa mga bata
igahin nga maong pondo. Mao ni among sabot pag
assembly. Sa dihang paagi, di na ma dak-an ang mga
parents pag gasto para sa gamit pang eswkela sa
mga bata. Ang katunga pud sa halin maadto sa
homeroom para ganahan pud ang mga teachers
41
Graduate School
________________________________________________________________________
molihok. Sila na ang bahala unsaon nila ang ilang

bahin basta padulong lang gihapon sa ilang section.
(To inspire the parents, 50% share of the income will

go to the PTA funds. The said fund will be allocated
for the school supplies of the children. This is what we
had agreed in the (PTA) Assembly. In this way, the
parents will have less expense in terms of schools
supplies for their children. The other half of the
income goes to the homeroom funds to inspire the
teachers to work (in the project). This fund must be
utilized for homeroom projects.)
He went on to say;
Para ganahan pud ang mga bata mo trabaho sa

garden gina ingnan gyud sa mga teachers nga kaning
project para gyud sa ilaha, school supplies nila,
makaon gyud sila sa mga presko nga gulay nga ilang
tinanom ug mga benepisyo nga makuha nila pagkaon
ug gulaySa pagsugod medyo luya ang mga bata
mo lihok pero tong nagsugod na ug tubo ug pamonga
ang mga gulay, abtik na kayo sila mo lihok, ganahan
na kaayo sila nga nakakita sa mga bunga nga himsog
ug nindot kayo; Lipay kayo ug proud kayo sila mag
tan aw sa ilang mga gulay.
(To inspire the children to work in the garden, the

teachers always remind them that the project is for
their own benefits, for their school supplies, and they
can eat fresh vegetables. At first they are somewhat
feeble in working on their gardens but when the
vegetables started growing and bearing fruits, they
became active, they really enjoy seeing their
vegetables bear fruits that are very healthy and really
beautiful; they are very happy and very proud tending
their vegetables)
While in the Manat NHS, Mr. Cruz, the school principal revealed;
Its like managing a classroom. Motivational skill of a

teacher is instinct in her. Immersion is very good
because hands-on learning, thats the best thing their,
42
Graduate School
________________________________________________________________________
not more on lecture. Students are motivated because

its active learning taking place, they could see their
output and products, thats what motivates students.
Same on managing teachers, they are results/output
oriented, when you recognize their results, they can
be very good.
In preparation for the evaIuation I call Mrs. Calamba

together with the team to discuss the plan for
preparation, we work on the required documents, well
handled by the team, after evaluation we established
the name, the program is already institutionalized, I
make innovations in preparation for students national
achievement.
We need to improve the aesthetically, put up lecture

room for Mrs.Calamba, lecture demonstration for
visitors. Invite other potential stakeholder like some
Cooperatives like Tagum Cooperative and Market
Vendors Cooperative. We had a sign of pledge of
support partners forum for continuous support of all
the programs and activities of school by partners
agency last January 27, 2012.
Mrs. Felly added;
Sa una kapoy ang reaction sa mga bata, gna

encourage nako na maskin moadto lang sa ilang
area, nakakita sa mga bunga sa gulay, naganahan
ang mga bata og nagkugi na pod sila. Pag harvest sa
gulay, hatagan nako sila sa abot, tag isa ka kilo taga
gulay na ilang gitanom.
(At first the reaction of the students where they were

tired, I encouraged them to just go in their area. When
they see the fruits of their vegetables they began to
like and took care of the garden. When harvest came,
I gave them 1 kilo of every vegetable they plant.
43
Graduate School
________________________________________________________________________
Mr. Guerta, for his part, admitted;
It is a matter of system, we have a dynamic

system,kung wala kay system, lisod man kaayo,walay
guide kung asa padulong, pareha anang kung
magkuha ka og gulay imo jud paliton o bayaran,
maskin 20.00 pesos tapos maskin unsa kadaghan o
assorted ba, in principle nagbayad, gipalit, walay libre,
it is a matter of system.
(It is a matter of system, we have a dynamic system,

if we do not have a system it would be very hard
because we would not have a guide on where or what
to do. Just like when we get a vegetable we should
buy or pay for it even for just P 20.00, it doesnt
matter as to quantity or variety but the principle is
that, you have bought whatever you got. There is no
free. So it is a matter of system.
He continued;
Beside from that, the real essence ay iba talaga kung

sinasabi lang, madaling gumawa ng very ideal plan,
pero ang tanong, is there a real concrete
performance. Ang nangyari, very concrete and ouput
oriented talaga kami, pag maliit ang harvest, kine
kwenta ko talaga how much the cost of the seedlings.
(Besides, the real essence is, it is different when we

just say things. Its easy to make an ideal plan but the
question is, is there a real concrete performance? We
are very concrete and output oriented. When we only
have small harvest, we really account the cost of the
seedlings.)
Upon the start of the GPP in every participating school, it is the
responsibility of the East-West Seed Company to render supervision for six (6)
months or one (1) planting season and to provide a guide on the process of
vegetable gardening.
44
Graduate School
________________________________________________________________________
This is what happens in Magsaysay ES as Mr. Roy stated:
Sa pagsugod, ang East-West Seed Company ang

naga supervise sa amoa. Sila ang nag guide sa mga
parents ug mga bata pag porma ug pag prepare sa
plots. Sila pud ang nag guide sa mga bata sa
pamaagi sa pag tanom. Sa ikaduhang planting
season, wala na ang EWSC. Ako na ang naga monitor
kada section, ako pud ang magsulti kung unsa ang
ilang itanom ug kung unsa nga fertilizer ilang gamiton.
Sa among nursery, ako naga seed selection hangtod
sa pag prepare sa mga seedlings.
(At the start of the GPP, the EWSC is the one who
supervised us. They guide the parents and the
students in forming and preparing the plots they also
guide the students on the process of gardening. On
the second planting season, I am the one monitoring
every class section. I am also the one instructing the
teachers what kind of vegetables they will cultivate and
the fertilizers they will use. I am also responsible in
seed selection and prepare the seedlings.)
In Manat Central ES, after the East-West Seed Company supervision, the
principal, Mr. Allan Guerta is the one supervising the GPP. He said;
Iba ang konsepto kung gusto mong maging winner,

every now and then you check. Kaya naging very
close supervision ang ginawa ko, walang gap.
Because we are following the planting calendar, we
have to follow the time table Kung dili ta makatanom
karon og seeds, unya ika 7 days na sa seedlings, it will
take another 4 days para sa schedule for fruit, what
will happen to your seeds, plus 4 days so magmature
na siya, so gamay lang iya yield, because matured na
siya gitanom, taas na iyang mortality. Dapat pag-ingon
og planting ron, tanom jud! So before that schedule,
make sure na ready na ang plot.
45
Graduate School
________________________________________________________________________
(The concept of wanting to be a winner is different,

every now and then you check. What I did is close
supervision, no gap. Because we are following the
planting calendar, we have to follow the time table. If
we cannot plant our seeds then the seedlings are
already 7 days old, it will take another 4 days in the
schedule for fruit, what will happen to your seeds, in 4
days the seeds will mature and their yield will reduce
because it was already matured when planted and
have high mortality rate. So when its time to plant, we
have to plant! Before that schedule, we make sure that
the plots are already ready.)
He went on to say;
For the teachers, I did not tell them na sila ang gagawa
sa garden, yung mga bata nila bigyan ng assignment.
Pero kung di nila magawa, ako ang gumagawa tulad
nang di nila na pruning, maglagay ng fertilizer, so
mahiya na sila. Alam na ng mga bata, if you come
early morning here, makikita mo na ang mga bata
pumupunta sa kanilang area, wala kang makitang mga
bata sa loob ng room nila.
(For the teachers, I did not tell them to personally

make or prepare the garden, they have to assign their
students. But if they will not do their tasks, I will be the
one who will do it, like pruning, putting fertilizer. So
they will be ashamed. The student already knew their
tasks, if you came early in the morning here, you will
see that the students go to their area. You cannot see
a student inside their classroom.)
The winning schools employ almost the same strategy in marketing their
goods. Wherein the students will be the one to harvest their vegetables and the
teachers, advisers are in charged in selling. Mr. Roy remarked;
Inig harvest time na, ang mga bata ang naga harvest,
sila na pod ang naga classify sa mga gulay ug ang
mga teachers ang naga asikaso sa pagpamaligya.
46
Graduate School
________________________________________________________________________
(Upon harvest, the students are the ones harvesting

and they classify the vegetables for market. The
teachers are incharge in marketing the vegetables.)
Mrs. Fely of Manat NHS affirmed such strategy and stated:
Magpahibalo ko sa mga bata sa schedule sa harvest

time para sila na pod ang magpahibalo sa uban.
Kasagaran, ang mga teachers pod ang mga una na
mopalit sa mga gulay. Ang sales kay gamay lang kay
ihatag man sa bata ang harvest tapos mag feeding
pa.
(I informed the students on the schedule for the

harvest so that they can also inform the others.
Mostly, the teachers are the first to buy the
vegetables. The sales are quite small because we
give vegetables to all students and we also conduct
feeding.)
While in Manat ES, though they employ the same strategy, they also have
a strategy wherein the buyer will be the one to harvest. Mr. Allan said that:
Hindi problema sa amin ang marketing kasi una una

ang mga teachers namin ang namimili, sa ngayon
nga nilagyan na nila ng mga pangalan tulad ng sa
kalabasa. Pumupunta dito ang mga buyer at sila ang
nag haharvest, kasi alam nila kung paano alagaan,
pero through the supervision ng incharge ng GPP,
dadalhin ng mga buyer sa bagsakan, doon e kilo at
babayaran, advantage sa incharge kasi di na siya
mag segregate. Merong mga days na ang mga bata
ang magharvest, tapos kung marami talaga ang
harvest, ipapautang sa mga bata with minimal cost.
(We have no problem in marketing because first and

foremost the teachers are the ones buying our
vegetables, in fact, at present they already put their
names in the vegetables like pumpkin. The buyers
come here and they harvest what they need because
they know how to take care of the plants, but under
the supervision of the incharge of the GPP. The
47
Graduate School
________________________________________________________________________
buyers bring their harvest in the bagsakan (harvest

area). There they will weigh their harvest and pay. It
was to the advantage of the incharge that there will be
no more segregation. There are days when the
students will be the one to harvest. Then when there
is time that there will be many vegetables harvested,
we sell it to the students at a minial cost and in a form
of a credit.)
Proper Ways of Land Preparation, Seed Selection, Planting and Plant
Care. These are the responses from the research participants on their
techniques of vegetable gardening. Roy shared;
Before planting, gbutangan na og vermi fertilizer, una

gbalot og mulching, after 2 weeks para ma
decompose una tamnan. Nagabuhat m og mga
organic fertilizers og pesticide, gtudluan nako ang
mga bata, maayo ang organic kay kaya mabuhat sa
mga bata og matudluan pod nila ang ilang ginkanan.
(Before planting, we put in vermi fertilizers in our plots

then we cover it with mulching. It is only until 2 weeks
that the fertilizer will decompose before we start to
plant. We make organic fertilizers and pesticides;
organic fertilizer is good because students can make
them. I also taught the students how to make so that
they can also teach their parents
The Manat NHS prefers hybrid seeds (f1) because of higher yield than the
non-hybrid (f2) seeds. This was mentioned by Felly, who said;
Magpalit mi og seeds, kay mas maayo ang f1, dili

maayo ang yield sa f2. Ang East West seeds ang
among ginapalit kay based on Philippines seeds,
other seeds dili moturok o dili hiyang sa atong klima.
(We bought f1 seeds because it is good as compared

to f2 seeds that have low yield. We chose East-West
seeds when we buy seeds because it is Philippines
48
Graduate School
________________________________________________________________________
based, other seeds do not grow because it does not

suit to our climate.)
Meanwhile, Mr. Guerta, described their nursery using UV cellophane.
Kailangan Ulta Violet (UV) cellophane ang gamitin sa

nursery, tapos merong height, more or less 4-6 feet
ang haba kasi yun ang ideal ng sunlight. Payat yung
pag grow ng seeds kung walang UV cellophane. Ang
nursey kailangan ng direct sunlight tapos di
maulanan.
(The nursey should use UV cellophane with 4-6 feet

height which is ideal for sunlight. The seedlings
growth is stunted if UV cellophane is not used. The
nursery should have direct sunlight protected form
rain.)
The research participants of Manat Central ES describe their strategy and
their scheduling of planting.
In planting, it should be studied, we have so called the

buffer veggies,ang buffer veggies namo kay pechay
og mustard, kay anytime man ni e harvest, no need
to mature basta naa nay dahon, ang kamatis kay
isabay ni pagharvest para gwapo imong dating pag
harvest festival. After harvest festival, ladderized na
among gigamit, nay gitanom ron, nay g harvest, sa
ubang area lahi pud nga stage, at least dili mahutdan.
During harvest festival, sabay talaga yan, you plant
tomato that is good for 70-90 days, yung ibang vegeis
din, pagdating ng harvest festival lahat ng tanim may
fruits, harvesable, para maganda tingnan for
showcase. Its already a general concept, that after
the harvest, leave and relax the soil for 1 week, leave
another 1 week for preparation, but before the
harvest, the nursery is already prepared, then plant.
(In planting, it should be studied, we have the so

called buffer veggies, the buffer veggies are the
pechay and mustard because anytime we can harvest
49
Graduate School
________________________________________________________________________
and there is no need to mature. The tomatoes should

be harvested in time for the harvest festival to
produce a good image. After the harvest festival we
use a ladderized approach in our gardening. At this
time, we plant in a certain area, in another area we
harvest and in another, vegetables in its different
stages of growth. Through this strategy, we have
continuous harvest. We schedule to plant our
vegetables in time for harvest festival so that during
the harvest festival all the plant has fruits. We have a
good showcase of vegetables during the festival. It is
already a general concept that after the harvest, is
time to relax the soil for 1 week. Leave another 1
week for preparation but before the harvest, the
nursery is already prepared, then we plant again.)
On the other hand, Mrs.Gloria Polinar, Focal Person of Manat CES said;
Sa ngayon ang target namin ay ibalik ang nutrients ng

lupa kaya legumes yung mga itinanim namin like
mongos.
(As of now, we target to regain the nutrients back in

our soil that is why we plant legumes like mongoes.)
One of the strategies of plant caring is described by the research
participant of Manat CES. Mr. Guerta shared;
In pruning, dapat gumamit ng gunting, bago mag

gunting kailangan muna e soak sa alcohol kasi sabi
ng technician para hindi ma contaminate ang ibang
plants sa plants na may bacteria
.
(In pruning, we have to use scissor, before using the
scissor it should be soaked in alcohol because as the
technician had said, this is to avoid contamination
from infected plants with bacteria to other plants.)
Provide Technical Training. At the start of the GPP, the focal person,
school incharge and some teachers of the participating schools underwent a

50
Graduate School
________________________________________________________________________
seminar/workshop about vegetable gardening from the East-West Seed
Company and the Municipal Agriculture Office. The The EWSC gave trainings on
the proper procedure of vegetable gardening while the MAGRO focused on
Organic Gardening. Mr. Guerta divulged;
The pupils were given training by the EWSC, once a

week pumupunta dito, binibigyan ng training ang mga
bata, magstart doon sa preparation of fertilization of
soil para sa mga seeds, how to prick seeds, how to
make seeds grow in the nursery and then before
replanting and transferring of plant. The Alcantara
Corp. gave training on vermiculture.
(The pupils were given training by the EWSC, once a

week they came here and conducted trainings to the
students starting from the preparation of fertilization of
the soil for the seeds, how to prick seeds, how to
make seeds grow in the nursery and then replanting
and transferring of the plants. The Alcantara Corp.
gave training on vermiculture.)
Promoting the Sense of Ownership. As part of the motivating strategies
of the school incharge of the GPP they always remind the teachers, staff, PTA,
students the benefits of having this project and having their own food production
that can provide nutritious food for the students and their families.
Mr. Guerta had this to say regarding their strategy, he said;
We made an agreement, this is the program, this is

not my program, this is not your program, but this is
our program, there is a good purpose, yung output ay
magamit natin sa ating feeding program, di na tayo
mamomobroblema kung saan tayo kukuha ng pondo,
and then the mutual cooperation of the parents ,the
teachers and the community will come in, and besides
kung ano ang kinalabasan sa ginagawa natin, hindi
51
Graduate School
________________________________________________________________________
yan para sa principal, hindi yan para sa isang

guro,kung di tayong lahat maka claim that were all
part of Manat Central Elementary School, inuulit ulit
ko yan sa kanila na, hindi yan akin, hindi yan sa inyo
kundi,lahat tayo ay makaclaim na all part of Manat
CES and Manat CES is located in Barangay Manat.
This is something good na pwede nilang ipagmalaki,
and this is the only way and avenue that Manat CES
will be known to the outside world, yan ang sinasabi
ko sa kanila.
(We made an agreement, this is the program, this is

not my program, this is not your program but this is
our program, there is a good purpose, the output can
be utilized for our feeding program, we would not
have any problem of finding funds for the feeding
program. And then the mutual cooperation of the
parents, teachers and the community come in, and
besides whatever output or results from our efforts is
not for the principal, it is not for just one teacher but it
is for all of us, we can all claim that we are all part of
Manat CES. I always said that repeatedly to them.
This project is not for me, this is not for you but it is for
all of us as part of Manat CES. Manat CES is located
in Barangay Manat. This is something good that we
can be proud of and this is the only way and avenue
that Manat CES will be known in the outside world.
That is what I told to them.)
Description of Project Success
This section presents the responses to the specific question; Overall, how
would you describe the success of the project in your school? From the
responses of the research informants, the following themes, which are
descriptions of project success, are generated: provision for nutrition and
education for children, importance and value of gardening, venue for school
52
Graduate School
________________________________________________________________________
publicity, sacrifices paying off, tangible benefits of the program, motivated to do
gardening works, and good management matters.
Provision for Nutrition and Education for Children. The responses
from the research participants show how the students benefitted in terms of their
health and their education as a whole. Mostly, the responses of the research
participants were the proper nutrition that the students got in their supplemental
feeding program through the GPP.
Mr. Cruz remarked by saying;
The impact is there, the impact not just on how we are

recognized, the impact being brought down to the
level of students, how our students are educated in
terms of agriculture, they are very well trained. This
has to supplement students performance, students
achievement; vegetables are providing our students
proper nutrition, we utilize the products instead of
spending money for feeding, we do feeding every
Saturday to supplement students review in NAT
(National Achievement Test). The purpose of GPP
here, is how the vegetables and utilized for the
students welfare, for health and nutritional program of
students.
The nutrition coordinator of Manat NHS, in the person of Mrs. Pacatang
added;
Ni decrease ang rate sa malnourished students og

nitaas pod among achievement sa NAT results.
(The rate of malnourished students decreased and

our achievement in NAT results also improved.)
53
Graduate School
________________________________________________________________________
Students also appreciated the results and the knowledge they got from the
GPP. Brandon, a second year student from Manat NHS, said;
Makahatag og kaalaman,pareha anang organic

fertilizer og mga paagi sa pagtanom.Sa una daghan
malnourished students, ni gamay og rate sa
malnourished students sugod ghimo ang Gulayan sa
Paaralan.Sa pagsugod makasulti ko na dili maayo
kay kapoy, pero sa karon makasulti ko na maayo kay
makatabang man sa amoa.
(It gives us knowledge in the appropriate used of

organic fertilizer and the correct procedure of
gardening. In the past, many students are
malnourished, now the rate diminished. At the start of
the project I can say that it is not good because it is
tiresome but as of now I can say that it is good
because it can really help us.)
Another student of Manat CES, Isabel (Grade 6), also testified that:
Ang gulay kay makaayo sa lawas, gi- encourage nako

akong mga klasmeyt na mokaon og gulay kay
makatabang sa panlawas og makatabang pod
paglambo sa atong nature.
(Vegetables are good for the body. I encouraged my

classmates to eat vegetables because it can improve
our health and it can help nourish our nature.
The parents also testified on the benefits of the GPP to the health of their
children. This was revealed by Emmie, a parent from Magsaysay ES, she said;
Dako kayo ug natabang ang GPP labi na sa mga bata

nga malnourished kay diha na nagakuha ug gulay
pag feeding. Naka-apil pa pud mi kaon sa mga gulay
nga among tinanom.
54
Graduate School
________________________________________________________________________
(The GPP has been a big help specially to children

who are malnourished. The vegetables cooked for
school feeding were taken from the GPP. The pupils
eat the vegetables planted.)
Another parent, Gina from Magsaysay ES, affirmed such statement.
Ang GPP makatabang sa mga bata mahitungod sa

ilang panglawas kay presko ug masustansyado ang
mga gulay nga ilang gikaon. Safety pa gyud sa mga
kemikals nga gikan sa commercial pesticides.
(The GPP helped the children in healthwise because

they eat fresh and nutritious vegetables. It is also safe
from chemicals unlike the commercially grown
vegetables.)
In Manat NHS, Kgd. Labadan, a parent gave importance on the
knowledge that the students acquired in GPP, also testified and said:
Nakatabang ang GPP kay tungod ani nakaila og

mokaon na ang mga bata og mga gulay, nakatoon
sila sa tama na paagi sa pagtanom og mga gulay.
Makasigurado pod na ang gulay na kaonon kay wala
gigamitan og commercial na pesticides mao safe
kaonon.
(The GPP has been a great help. It is because of this

that the children knew and eat vegetables. They also
learned the proper procedure of vegetable gardening.
There is also an assurance that the vegetables are
free from commercial pesticides, so it is safe to eat.)
Importance and Value of Gardening. The responses of the research
participants show the importance and value of gardening. The Principal of
Magsaysay ES stressed out the importance of gardening especially in times of
calamity (in reference to typhoon Pablo). Mr. Nomar said;

55
Graduate School
________________________________________________________________________
Na-aware ang mga bata ang value sa gardening, ang

sa akong kabahin dako gyud ang akong dugang
nahibaloan sa pag garden. Pag abot sa mga
evacuees anang pagka hapon gikan sa Pablo,
siyempre wala pay rasyon, mao na tong ang nabilin
nga mga gulay ilang naluto ug nakaon. Ang mga
evacuees na pud ang nag atiman ug gamit sa mga
gulay para ilang makaon hangtod na lang nag
January kay naa pa man ang uban dri, wa pa kabalik
sa ilang gipuy-an.
(The children became aware of the value of

gardening. In my part, the project has greatly
increased my knowledge in gardening. When the
evacues came in the afternoon after the typhoon
Pablo, they had no food ration, the vegetables
became their sustenance. The vegetables from our
GPP sustained them until January when some of the
evacuees have not yet gone back to their home)
The students also appreciated the importance of gardening for their
future. Irish Joy, a student in Manat NHS stated that:
Sa among young age, nakatoon m og tama na

pagtanom sa mga gulay kung asa pwede namo
maaply in the future. Pareha anang dali ka maminyo,
magamit namo ang among natun-an sa GPP para sa
panginabuhi maskin gamay ang lugar, pwede ka
mogamit og mga recycle materials pareha anang mga
plastic containers.
(In our young age, we are able to learn the proper

procedure of vegetable gardening that we can apply
in the future. Like when we suddenly got into married
life, we can use the knowledge we learned from the
GPP for our livelihood. Vegetable gardening helps the
environmenr. Plastic containers can be recycled as
plant containers.)
56
Graduate School
________________________________________________________________________
Another student, Madel from Manat NHS, also testified and gave weight
on the values they acquired in gardening.
Una wala mi kabalo na kapoy kaayo mag gulayan,

pero na realize nako na dako matabang sa pamilya,
dako pod matabang sa environment para mahinay
hinay ang polusyon. Moagi jud m og kakapoy o
kakugi para makatoon sa gulayan.
(At first we didnt know that vegetable gardening is

very tedious. But I realize that it can really help the
family. It can also help the environment to minimize
pollution. We have to in order to persevere to learn
vegetable gardening.)
Marcelino, a parent from Manat CES affirmed the above statement of the
student saying:
Dako ni og kaayuhan sa atoang kinaiyahan kay

nakatabang kita sa pagpalambo niini og naka
encourage sa mga bata na mokaon og gulay labi
natong mga bata na dili mokaon og gulay
.
(The project is beneficial to environment because we
can help from being pollution free. It also encourages
children to eat vegetables specially those who are
non-eaters.)
Venue for School Publicity. Through the GPP the winning schools were
lauded for a job well-done. Mr. Cruz of Manat NHS stated that:
Mrs.Calamba has made difference in creating a name

in GPP, this has become our brand. This has become
our product. This put us into a pedestal because of
GPP. The product of GPP were utilized for feeding, I
believe thats the very purpose of putting up the GPP.
Here Gulayan is not just a GPP but its a tourist
attraction. Many visitors come and go and appreciate
the setup of our GPP.
57
Graduate School
________________________________________________________________________
On the other hand, Mr. Guerta, the Principal of Manat CES, attested to
such publicity, not only locally but in the regional and national level as well.
Manat was known already even in Cebu City.During

the conference of the Department of Agriculture,
Region XI was represented by Mr. Mesias, the
Provincial Agiculturist of Compostela Valley Province.
Isa sa mga presentation niya ay ang GPP ng Manat
CES, na showcase doon ang GPP ng Manat CES.
There was an informal judgement na kung sino yung
magandang presentation at good practices ng GPP.
Based on the presentation, nag number 1 ang Region
XI. The community is proud of the achievement. They
are able also to buy vegetables in which hindi
kastigado ng chemicals, tapos mura pa at tska very
good ang quality nya.
(One of the presentations during the conference was

the Gulayan sa Paaralan Project and the Manat CES
GPP was showcased. There was an informal
judgement as to which was the best presentation
using good gardening practices. Region XI garnered
the first rank. Our community is proud because of the
achievement. Our vegetables are of good quality and
free from hazardous chemicals.)
Sacrifices Paying Off. The testaments of the research participant shows
that their hardships and trials encountered are minute as compared to the
benefits and achievement they got from the GPP. Mr. Guerta expressed his
sentiments regarding their winning in the GPP contest, he remarked;
We are very happy, we are very proud of our

achievement. Hindi yan mababayaran ng kahit na
anumang katumbas na presyo, you have been a part
on that achievement whether your in Manat or not in
Manat anymore, nakatatak tayo na during our time we
have done our best.
58
Graduate School
________________________________________________________________________
(We are very happy, we are very proud of our

achievement. Our joy cannot be paid for whatever
price. We are a part of achievement whether you are
in Manat or not aymore. It will always be remembered
that during our time we have done our best.)
The parents testified their efforts being returned with the benefits of GPP.
Teresita, a parent noted;
Sa pagsugod sa Gulayan, hago, kay apil mi mga

ginikanan sa pagtrabaho labi nang mga bug at na
trabaho pareha anang pagbutang og poste og mga
trellis. Pero dako pod og natabang ang gulayan sa
among mga kabatan-onan mao nisuporta mi kay
nakatabang pod mi sa eskwelahan.
(Starting the project was a back breaking task. We

parents are involved as the working force especially in
the heavy tasks like putting up posts and trellis; but
the Gulayan sa Paaralan have been a big help to the
students and the school that is why we supported the
project).
Belen, another parent from Magsaysay ES, confided;
Kay maka-income man ang gulayan, makatabang sya

sa pagpamalit ug mga gamit sa bata pareha anang
notebook, lapis ug uban pa Bisag hago ug kapoy
ang mag gulayan sa amoa pero para sa kaayuhan sa
among kabataan, ok lang labi na ug mangharvest na
sa mga gulay kay apil mi mga ginikanan makakaon
man pod ug gulay. Maka palit pud mi ug para among
balay.
(Because the project produced an income, it helped in

acquiring school supplies for the children like
notebooks, pencils and others. Though vegetable
gardening is tedious and tiresome for us but for the
sake of the welfare of the students, it is ok.During
harvest time, parents also have their share of the
vegetables. We can also buy vegetables for our
home.)
59
Graduate School
________________________________________________________________________
Tangible Benefits of the Program. Most of the responses from the
research participants meant that GPP provided enough vegetables for
supplemental feeding and it generated funds to sustain the project. Through the
GPP, Magsaysay ES, its students acquire additional benefits from the income of
the project. Mr. Trinidad stated that:
Dako gyud nga nakatabang sa mga bata nahatagan

sila ug libre nga mga school supplies nakatabang pud
sa mga kinahanglanon sa kada classroom. Bahin sa
among eskwelahan nahimong nindot tan awon ang
palibot tungod sa mga gulay.
(The Project has been a great help to the children.

Part of the GPP income was used to buy school
supplies to students for free. It also helped augment
the expenditures of their classroom. With regards to
our school, its sorroundings became beautiful
because of the vegetables.)
In the Manat CES, the school got a makeover. Sweet Gidlyn said;
Maayo kay ang halin sa among gulayan mao among

gigamit para mapinturahan ang among skwelahan.
Makapagwapo og nisikat among skwelahan tungod
sa GPP.
(The project is good because the income from the

GPP was utilized to paint our school. Our school
became beautiful and famous because of the GPP.)
The Manat NHS students brought vegetables to their homes. This was
divulged by Felly when she said;
Pagharvest sa gulay hatagan nako sila sa abot, tag

isa ka kilo kada gulay nga ilang gitanom. Flowers is
for the eyes only, while vegetables is for the eyes and
stomach, mao na akong ginasulti sa mga bata na mas
maayo motanom og gulay kay makakaon man.
60
Graduate School
________________________________________________________________________
(Upon harvest of the vegetables I gave students their

share. One (1) kilo every crop they plant. Flowers are
for the eyes only, while vegetables are for the eyes
and stomach that is what I tell the students that it is
better to plant vegetables because we can eat them.)
Motivated to do Gardening Works. The Principal of Manat CES was
motivated when he was approached by the Municipal Agriculture Office and been
told that the school is to be the pilot school of the GPP. Mr. Guerta said;
We are encouraged, one na motivation talaga na

were able to come up,na mas maganda ang resulta
ng gulayan sa paaralan, one thing is there is a
technician, tapos nakita namin na sabay sabay ang
mga tanim na tumutubo, sabay sabay na maharvest,
tapos parang kumikita kami.
(We are encouraged, motivated to come up with a

good GPP. We are help with an Agriculture expert,
who see to it that the vegetables are growing good.
We see the vegetables growing and harvested
together and we have an income.)
The teachers of the Manat CES do not need any motivating factor to
motivate their students, Mrs. Gina, a teacher, stated;
Naa mi assign na area, not necessary na e motivate

ang bata kay motivated na ang mga bata because of
the awards na nadawat sa school sa GPP, nakita nila
ang output sa GPP na maayo og proud sila. Dili mag
matter pila ang imong yield, ang importante kay nay
tanom tanan og ang kita kay para pod sa tanan.
Usahay pag busy nami sa among respective area, dili
nami magkitaay sa akong mga co-teachers, ingon
ana mi ka busy dri sa among gulayan.Very
enthuthiastic kaayo ang mga teachers og mga bata
diri sa school kay early morning before our first
period, naa mi tanan sa garden og lami kayo ang
feeling at the end of the day na very productive ka.
Pag mag garden mi kay with proper attire mi, naa mi
61
Graduate School
________________________________________________________________________
butas na walay magduplicate og color , kalo og jacket,

enjoy kaayo mi. Dili siya hago, kay ma enjoy man ka
labi na mamunga na imong mga gulay.
(We have an assigned area, its not necessary to

motivate the students for the reason that they are
motivated already because of the awards the school
received. They appreciated the output of their
hardwork in Gulayan. Thats why they are proud of it.
It does not matter how many is your yield, what is
important is you plant and the income is for
everybody. Sometimes we are so busy in our
respective area; we do not see our co-teachers very
often anymore. Teachers and students are very
enthuthiastic because every morning before our first
period, we are all in our garden. Its a nice feeling that
at the end of the day, you are productive. And when
we do gardening with my co-teachers, we have
proper gardening clothes. We are wearing rubber
boots with no duplication of colors, jacket and hats.
We really enjoyed our work. Gardening is not a hard
work anymore, because were happy doing it specially
when our vegetables start to bear fruits.)
Ms. Mimi, another teacher, also shared;
Sa unang impression nako sa GPP kay hago kaayo

pero na change akong attitude sa gulayan katong nakit
an na nako ang bunga sa akong mga gulay, grabe
pagkagwapa sa akong kamatis. Maskin sabado og
domingo moadto ko sa skul para sa akong mga gulay.
Na love na nako ang gulayan.
(My first impression of GPP is hard work, but my

attitude was changed when I saw the fruits of my
garden, my tomatoes looked so good. Even Saturdays
and Su ndays, I went to school to care for my
garden. I love gardening now.)
Good Management Matters. A research participant of the Manat CES,
briefly described the management of their GPP. Mrs. Gina, a teacher, revealed;
62
Graduate School
________________________________________________________________________
Si Sir Allan kabalo mo kiliti sa mga parents para

suporta sa mga programa diri sa eskwelahan. Grabe
og motivating factor og ang among Principal para ma
mamaayo among pagdumala sa among
gulayan.Hago pagsugod sa gulayan pero maayo man
pod ang output kay maayo na kayo ang plastada sa
among gulayan karon. Strikto si Sir Allan sa
pagdumala sa gulayan sa paaralan ,wala mi rason na
dili makaperformug maayo kay provided mi tanan og
gamit, pareha anang sprayer og uban pang gamit.
Tanan m diri lihok para sa garden, wala kay makit-an
teacher na walay gibuhat sa ilang garden. Maayo pod
siya na example sa mga bata na kami teacher dili
lang magmandar.
(Sir Allan knows how to persuade parents to support

the programs of our school. His motivating factor is so
strong that he was able to implement school
programs successfully particularly our GPP. At the
start, the GPP is so laborious, but the output was
good, the garden layout was well established. Sir
Allan is so strict in managing the Gulayan sa Paaralan
Project. We have no excuse to perform well because
we are provided with materials like sprayer and
others. All of us here work in our garden, you cannot
see teachers not working in their garden. Its a good
example for students too to see us teachers working.
Not only in telling students what to do.)
What are the common problems encountered during the implementation,

if any?
This section presents the results of the third and last research question;
What are the common problems encountered during the implementation, if
any? Like in the research question 2, in-depth interview was done in order to
gather relevant data and pieces of information.

63
Graduate School
________________________________________________________________________
Problems Encountered in the Implementation of the Program
This section presents the responses for specific question; What common
problems did you encounter, if any, by the time the program was implemented in
your school? This is the first of two specific questions posted in problem number
3. From the responses, the following themes were drawn: stealing, waning
attendance of bayanihan and water bill rising.
Stealing. The schools have common problem in their Gulayan sa
Paaralan Project particularly when the vegetables starts to bear fruits and
nearing harvest time. Mr. Trinidad shared;
Ang dako nga problema nga among na encounter kay

ang pag kawat sa mga gulay labi na tong nagsugod
na ug pamunga ug hapit na pud ang harvest.
(Our big problem encountered is the stealing of the

vegetables particularly when it starts to bear fruits and
ready to be harvested.)
Mr. Guerta expressed the same problem and said;
Ang isa namo ka problema kay kawaton ang mga

gulay labi na magsugod na og pamunga og padulong
na harvest.
(One of our problems is the stealing of our vegetables

when it starts to bear fruit and ready for harvest.)
Felly added by saying;
Kawaton ang mga gulay, mao jud na ang dakong

problema labi na magsugod og pamunga og tig
harvest na. Midool sa ako ang nangawat ,ingon sila
na nabuhat nila to kay naibog sila sa kadako og
kahimsog sa mga gulay.
64
Graduate School
________________________________________________________________________
(Stealing of our vegetables was our big problem

especially when the vegetables start to bear fruit and
ready to be harvested. The thieves approached me,
and said that they commited those action because
they envy the well grown vegatables.)
Waning Attendance for Bayanihan. Another problem experienced by the
Magsaysay ES is the parents support to the GPP which later on dwindled. Mr.
Nomar stated that;
Ang mga parents sa pagsugod sa GPP kay daghan

pa ang attendance sa pagpatawag ug bayanihan pero
sa nagkadugay na, nigamay ang naga attend sa
bayanihan. Naa poy time na matunong sa harvest
time sa humay ang bayanihan diri sa Gulayan maong
menos ang attendace sa mga parents kay gi atiman
pod nila ang ilang kaumahan.
(The parents attendance when the GPP started was

numerous when we call for a bayanihan, but later
the number decreased when we called for another
bayanihan. There was a time that it was a harvest
time for rice when we called for a bayanihan maybe
the reason the parents attendance decrease because
they also would attend to their own work in the farm.)
Water Bill Rising. In Manat CES, they experienced problem in water. Mr.
Allan mentioned by saying;
Problema namo sa tubig kay dako kaayo among

water bill, tapos kailangan pod namo og daghan water
source para dili malangay ang mga bata sa pamisbis
sa mga tanom.
(We have a problem on water because of the

increased water bill and we need more source of
water so students can water the plants on time.)
65
Graduate School
________________________________________________________________________
Ways Done to Address Problems
This section presents the responses for specific question number 2; How
did you address those problems? The following themes were drawn based on
the responses of the research informants. These are; seeking assistance from
community leaders, neighbors and media, giving constant reminder to parents,
calling the attention of the culprit, and providing cheaper water source.
Seeking Assistance from Community Leaders, Neighbors and Media.
To address the problem on vegetables stealing, the schools inform its Parents
Teacher Association (PTA) and ask the assistance of their community leaders. In
Magsaysay ES, Mr. Nomar enumerated that;
Para ma solve among problema sa kawat, gipahibalo

namo sa mga ginikanan, nagpatabang pod mi sa
barangay. Ang barangay kay nag-assign sila ug mga
tanod nga mobantay sa gulay labi na ug hapit na ang
harvest time. Ang mga ginikanan labi na tong
nagpuyo dri sa palibot sa eskwelahan mitabang pud
ug bantay sa mga gulay.
(In order to solve the stealing of the vegetables, we

inform the parents of the problem and we asked help
from the barangay officials. The barangay officials

assigned persons to guard our gulayan particulary
when harvest time is near.)
Meanwhile, Felly shared;
Sa PTA na asembliya, gipahibalo sa mga ginikanan

ang problema sa gulayan og giawhag sila na
tabangan nila og bantay ang gulayan kay para man
sa tanan. Ang Barangay kay nag assign pod og mga
tanod na motabang og bantay sa GPP. Ang YKurat
66
Graduate School
________________________________________________________________________
na radio station kay nitabang pod remind sa mga tao

na dili hilabtan ang GPP sa Manat NHS.
(During the PTA assembly, we informed the parents

about the problem of GPP, we asked for their help in
looking over the GPP. The Barangay assigned
persons to help guard the Gulayan. The YKurat radio
station also helps by airing reminders to safeguard
the GPP of Manat NHS.)
On the other hand, Mr. Guerta imparted the ways they used to address
the problem on stealing. He said;
Regarding sa kawaton ang mga gulay, gi tabangan mi

sa Baranggay, naa silay gi assign na tanod para
tabangan og pagbantay sa among gulayan . Naghire
mi og security guard diri sa eskwelahan, dili lang para
sa Gulyan kung dili para sa school properties.
(With regards to stealing our vegetables, the

barangay helped us in guarding the vegetables. We
hired security guard in our school to guard the school
properties including our GPP.)
Giving Constant Reminder to Parents. Based on the response of one
informant, one of the ways employed so that parents will continue to support the
program was to constantly remind parents of their duties and responsibilities to
the GPP.
Bahin sa mga parents nga niundang ug tambong ug

bayanihan o niundang ug suporta sa gulayan, amo
lang silang pirming ginapahinumdoman ug skedyul na
sa bayanihan. Ginadasig nga mo-apil ug balik og
encourage na mo suporta. Amoa pud ginadayeg pud
ang mga parents nga nagatambong pirmi para
ganahan pud sila nga mopadayon ug suporta.
67
Graduate School
________________________________________________________________________
(With regards to parents who stopped attending the

bayanihan and stopped supporting our GPP, we
gaveconstant reminders regarding the schedule of
bayanihan. We boost those parents to continue
attending the bayanihan and we encouraged those
who stop supporting to continue their support. We
acknowledge those parents who are always present
in our bayanihan. On this way, they will be motivated
to continue their support.)
Calling the Attention of the Culprit. As noted in the response of the
informant, after confirming the identity of the persons who stole vegetables from
the garden, their attention was called and was remindeded of the possible
consequence of their actions. This was shared by Mrs.Felly of Manat NHS, who
shared;
Gipatawag ang mga nangawat didto sa Barangay,

didto sa barangay gi interrogate sila sa ilang gibuhat.
Gipasabot sa ila na dili maayo ang ilang gibuhat, na
dili hilabtan ang GPP sa eskwelahan kay para ni sa
kaayuhan sa tanan. Maayo pod kay nangayo sila og
dispensa sa ilang gibuhat og naghimo og kasabutan
na dili na nila usabon.
(The Barangay called the attention of the thieves and

interrogated them on their wrongdoing.The Barangay
explained to them that what they have done is wrong
and they should not tamper the GPP of the school.
Good that they accepted their faults and asked for
forgiveness and made an agrrement not to do what
they had done again.)
68
Graduate School
________________________________________________________________________
Providing Cheaper Water Source. On its initial implementation, the GPP
in Manat CES had a problem with water bill when consumption increased rapidly.
So they devised a way in order to respond to said problem. Mr. Guerta shared;
Ang ginawa ko ay nag install kami ng water pump

system, nagbutang mi og jetmatic, naay mga drums,
naa poy tub para daghan ang source of water.Para
sayon og dali sa mga bata ang paghakot og tubig
para pagpamisbis sa mga gulay.
(What I did was I installed a water pump

system.There are drums and tubs to afore water to
make it easy for students to fetch water in for plants.)
69
Graduate School
________________________________________________________________________
Chapter 4
DISCUSSIONS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the discussion, recommendation and conclusions
based from the themes developed during the data analysis.
As clearly indicated in this study, its purpose was to know how the three
(3) schools made it to the winning circle. These schools are; Manat National High
School, Manat Elementary School and Magsaysay Elementary School. This
study attempted to go deeper into the strategies, the approaches, the problems
and how these problems were addressed. And from there constructs or models
were drawn for other schools to emulate.
It is in this context that the researcher utilized the qualitative method,
particularly the phenomenological approach, in her investigation. This was also
done by taking the cue from Lester (1999) saying that this method is effective in
bringing to the fore the experiences and perceptions of individuals from their own
perspectives. It is through the said framework that the informants for in-depth
interview were invited to share their observations and insights about the Gulayan
sa Paaralan Project in their respective schools. The participants in this study
were the school principals, focal persons, students, teachers and parents.
70
Graduate School
________________________________________________________________________
DISCUSSION
This section presents the discussion of the results based from the themes
generated from the responses of the research informants. The themes were
discussed based on the sequence posted in Chapter 3. Likewise, they were
corroborated or linked with existing literature and studies in order to validate their
significance to the subject under study. The main titles presented right at the
center were the major themes taken from the gist of the specific questions used
to gather pieces of information.
The results for statement of the problem number 1 were no longer
corroborated with literature and studies since they had been subjected to the
process of document analysis. However, these documents were appended for
reference purposes.
Steps Undertaken in the Implementation of Gulayan sa Paaralan Project
As the result of the study revealed, there were four themes drawn from the
specific question about Steps undertaken in the implementation of Gulayan sa
Paaralan Project. These are; assessment and appreciation of the memorandum
order, consultation with teachers and parents, identification of garden lot, and
collaboration with the PTA, LGU and other government agencies.

71
Graduate School
________________________________________________________________________
Assessment and Appreciation of the Memorandum Order
Based on the responses of the research informants, it showed that one of
the steps, if not the first step, employed, was the assessment and appreciation of
the memorandum order coming from concerned government agencies. As part of
the steps, it was deemed necessary that memos have to be followed strictly by
schools implementing the Gulayan sa Paaralan Project. This is done to ensure
the processes are observed with respect to its proper implementation.
Somehow, the result of the study, regarding this step, conforms to what
Chauliac, et. al. (1996) mentioned regarding the experience in Rural Ecuador
regarding the objectives of its school garden program. In all likelihood, the
objectives were stipulated in the form of a memo whereby schools would be
guided and would have to follow in the implementation of said program.
Consultation with Teachers and Parents
The responses of the research informants showed that one of the steps
undertaken in the implementation of the Gulayan sa Paaralan Project was the
consultation with the teachers and the parents. It played an important part in the
implemention of the program. The teachers and parents became key players, as
work force, for the success of the Gulayan sa Paaralan.
The result of the study regarding this step somehow affirmed what Bush
(2003:1-2) mentioned regarding the school principal who should be able to
modify government policy and develop alternative approaches. It is in this context

72
Graduate School
________________________________________________________________________
that the school principal or incharge of the program use and develop alternative
approach in the implementation of the GPP that the responsibility of the project is
distributed not only to the faculty but to the parents as well.
Identification of Garden Lots
This step being undertaken, the identification of garden lots in the
implementation of the Gulyayan sa Paaralan Project from the winning schools is
in compliance to D.A. A.O No. 15, S.2011 wherein the school must have a vacant
lot of at least 200 square meters for the establishment of the project. The
responses of the research participants showed their willingness to participate in
the project by allocating adequate area for garden lots.
Somehow the result of the study no longer corroborated with literature and
studies since they had been subjected in compliance to the D.A. A.O. No. 15,
S.2011.
Collaboration with the PTA, LGU and Other Government Agencies
This Collaboration with the PTA, LGU and Other Government Agencies is
another step being undertaken in the implemention of the Gulayan sa Paaralan.
It is also a compliance to the D.A. A.O. No. 15, S. 2011 wherein the school, PTA,
LGU and other government agency must work hand in hand and act their roles
and responsibilities for the success of the project.

73
Graduate School
________________________________________________________________________
The result of the study also does not corroborate with literature and
studies since there agencies and entities acted in compliance to the D.A. A.O.
No. 15, S.2011.
Strategies Utilized in Facilitating Systematic Project Implementation
As the result of the study revealed, there were seven themes drawn from
the specific question about Strategies Utilized Facilitating Systematic Project
Implementation of Gulayan sa Paaralan Project. These are; self-sufficient fund
sourcing, making use of available resources, assigning for garden area, system
of supervision, management and marketing, proper ways of land preparation,
seed selection, planting and plant care, provide technical training, and promoting
the sense of ownership.
Self Sufficient Fund Sourcing
Based on the responses of the research informants it showed that one of
the strategies employed was self-sufficient fund sourcing. This strategy is
deemed necessary in sustaining the GPP. Winning schools were able to
generate enough income to fund the succeeding planting season.
Assigning for Gardening
Based on the responses of the research informants, it showed that
assigning the different tasks to the right person/s and assigning or distributing of
garden lots to the students, teachers, parents and others is important in
lessening the tasks at hand.

74
Graduate School
________________________________________________________________________
Make Use of the Available Resources
The responses of the research informants showed that the strategy of
making use of available resources for the GPP help augment their expenditures
to fund the project. Their income from previous cropping was utilized as their
capital for the succeeding planting season.
System of Supervision, Management and Marketing
The responses of the research informants to this strategy present different
styles; however, the strategies they employ to their respective schools became
effective in attaining their objectives.
Proper Ways of Land Preparation, Seed Selection, Planting and Plant
Care
Based on the responses of the research informants, it showed that the
strategies of proper ways of land preparation, seed selection, planting and plant
care provided by MAGRO are deemed necessary in attaining its desired output
from gardening.
Provide Technical Training
The responses of the research informants showed the importance of
providing technical training to the students and teachers .They have to learn the
proper ways of vegetable gardening in order that they will be able to replicate it in
their homes.
75
Graduate School
________________________________________________________________________
Promote Sense of Ownership
Based on the responses of the research informants, it showed that the
strategy of promoting sense of ownership is necessary in motivating their
students, teachers and parents to continuously support the project.
The results of the study regarding four (4) of the themes from the
strategies utilized in facilitatitng systematic project implementation are; self-
sufficient fund sourcing, making use of available resources, assigning of garden
areas, systematic supervision, management and marketing; somehow conforms
with what Bush (in press) mentioned. He said that the quality of management
and leadership makes a significant difference to schools and students outcomes.
In all likelihood, the execution of these strategies depends on the management
and leadership of the principal or incharge of the project; that these strategies
being employed become effective because of good quality management.
The strategies utilized in facilitating systematic project implementation
which are; Proper Ways of Land Preparation, Seed Selection, Planting and Plant
Care; need not be corroborated with literature and studies anymore because it
adapts the procedure of organic gardening provided by the Municipal Agriculture
Office during the conduct of their training to school.
The results of the study with on providin technical training and promoting
sense of ownership somehow conforms with what Alexander & Henden (1998)
said that school gardening has been shown to increase self-esteem, help
76
Graduate School
________________________________________________________________________
students develop a sense of ownership and responsibility, help foster
relationships with family members and increase parental involvement. In all
likelihood, by providing the students with the technical knowledge of vegetable
gardening through the GPP, the students will have an increased self-esteem and
develop a sense of ownership and responsibility that they can help sustain their
family and help foster relationship with its members.
Description of Project Success
As the result of the study revealed, there were seven themes drawn from
the specific question about Description of Project Success. These are; Provision
for Nutrition and Education for Children, Importance and Value of Gardening,
Venue for Publicity, Sacrifices Paying Off, Tangible Benefits of the Program,
Motivated to do Garden Works, Good Management Matters.
The results with regards to the themes of the Description of Project
Success validates the objectives of the Gulayan sa Paaralan Project of the
Department of Agriculture and the Department of Education. The winning schools
had met if they had not surpassed the objectives of the project. The program
became viable to these schools. The program is assured sustainability from
these schools because these winning schools have capitals generated from
previous cropping seasons.

77
Graduate School
________________________________________________________________________
Provision for Nutrition and Education for Children
Based from the responses of the research informants, it showed that the
provision for nutrition and education for children is achieved. With the
improvement of the health of their students, their educational achievement rate
also increased. Through the GPP, the students were able to enjoy good nutrition
and achieved better results in their education.
Importance and Value of Gardening
The responses of the research informants showed that students of the
winning schools appreciate and embrace the values of gardening. Their students
have included gardening in their daily routine of activities.
Venue for Publicity
The responses of the research informant revealed that the winning
schools, through the GPP, attained public recognition. They became known to
the public because of their achievements. They were commented of the benefits
they acquired in the implementation of the program. The winning schools were
also recognized as a source of food production in the community.
Sacrifices Paying Off
Based on the responses of the research informants, the hardships that the
winning schools encountered were paid off from the achievements and benefits
they acquired in implementing the GPP. The adversities they encountered were
minute compared to the benefits they acquired. Malnutrition problem particularly

78
Graduate School
________________________________________________________________________
was addressed through the supplemental feeding program. This way student
academic performance increased because of the improvement of their health
status.
Tangible Benefits of the Program
The responses from the research informants revealed that the winning
schools gained tangible benefits from the program such as enough resources for
supplemental feeding, extra income, school beautification, free vegetables for
students for their homes, free school supplies for students and others.
Motivated to do Garden Works
Based from the responses of the research informants, it showed that
through gardening students gained the value of responsibility, industry,
perseverance, increased self-esteem, love of labor and many others. Students
became motivated to do garden works especially when the vegetables starts
bearing fruits. Gardening simply became part of their daily activities.
Good Management Matters
The responses from the research informants in this regard revealed that
all the achievements and benefits acquired is the result of good management
and dedication from the principal or the incharge of the implementation of this
project.
79
Graduate School
________________________________________________________________________
Common Problems Encountered DuringThe Implementation
As the result of the study revealed, there were 3 themes drawn from the
specific question about common problems encounters during the
implementation. These are; stealing, waning attendance for bayanihan and
water bill rising.
The results of these themes do not corroborate with literature and studies
since the responses to these themes were the different situations being
encountered by the research respondents.
Stealing
Based from the responses of the research informants, it presented that
stealing is their major problem encountered when the vegetables start bearing
fruit and is about to be harvest. At the start, this problem proved to be a major
headache to the school implementers because they have no control of the
person/s who steal their vegetables.
Waning Atttendance for Bayanihan
The responses of the research informants showed that the waning of
attendance for bayanihan or parents involvement is due to the different priorities
of the individual parents wherein parent/s simply does not have the time or does
not prioritize their time for involvement in the project. This also poses a concern
for the schools.

80
Graduate School
________________________________________________________________________
Water Bill Rising
Based from the reponses of the research informants showed that have a
big problem in the increase water bill since gardening constantly needs ample
water supply in maintaining the vegetables.
Ways Done to Address Problems
The result of the study revealed that, there were four (4) themes drawn
from the specific question Ways Done to Address Problems. These are;
Seeking Assistance from the Community Leaders, Neighbors and Media, Calling
the Attention of the Culprit, Giving Constant Reminder to the Parents and
Providing Cheaper Water Source.
The results with regards to these themes conforms to what Darch (2004)
mentioned that the complexity of modern life places the administrators in a
dilemma on how to perform their administrative function effectively. It launches
them to search for methods and techniques so as to be effective and efficient in
delivering quality education to the students. In all likelihoods, the administrators
in encountering the problems of the project searched for ways in addressing such
problems.
Seeking Assistance from the Community Leaders, Neighbors and
Media
Based from the responses of the research informants, it showed that one
way of addressing the problem of stealing is to seek the assistance of the

81
Graduate School
________________________________________________________________________
community leaders, neighbors and media in providing security assistance and in
reminding the public of the noble cause of the project.
Calling the Attention of the Culprit
The responses of the research informants revealed that another way of
addressing the problem of stealing is to call the attention of the culprit to the
barangay office by the time he is identified. This is done by making them promise
not to repeat the act or proper legal actions will be imposed if they will be caught
again.
Giving Constant Reminder to the Parents
The responses of the research informants revealed that to address the
issue of waning attendance for bayanihan is to constantly remind the parents of
their responsibility to the school as members of the PTA and their responsibility
to their childrens overall learning.
Providing Cheaper Water Source
Based on the responses of the research informants, it showed that to
address the problem of the rising is to provide or install cheaper water source like
open well, wells with mechanical pump or automatic electrical pumps.

82
Graduate School
________________________________________________________________________
CONCLUSIONS
Based on the Chapter 3, the researcher address the first statement of the
problem which is What is the Gulayan sa Paaralan all about? by presenting the
rationale, legal basis and objectives based on the two documents , Deped Memo
No. 293, S2007 and the D.A. A.O. No. 15, S.2011. These two documents served
as the bases for implementation of the project by the three (3) winning schools
and their general guidelines in implementing the GPP program.
In analyzing the responses of the winning schools , to problem 2, What
are Success Stories of the Top 3 Winning Schools implementing the Gulayan sa
Paaralan Project, the researcher thematize such responses with the Steps
Undertaken in Implementing the GPP, Strategies Utilized in Facilitiating
Systematic Project Implementation and Description of Project Success.
Regarding program implementation, the party who spearhead the implementation
encountered problems. This holds true to what happens to the three winning
schools when they implemented the GPP. From the responses gathered, they
experienced common problems such as stealing of vegetables, waning
attendance of the parents and the rise of water bill. These problems were
addressed accordingly by their administrators.
The aim of this study is to provide GPP implementers a kind of handbook.
This study will serve as a guide to those who would like to succeed in
implementing the Gulayan sa Paaralan Project. With results gathered, the

83
Graduate School
________________________________________________________________________
researcher concludes that by thoroughly following the memos and orders of the
government agencies with regards to GPP, employing tested gardening
strategies and serious commitments from GPP implementers, this study will be a
good help. The three (3) winning school attained their success because of the
dedication of their administrator/principal on how to manage the project.
RECOMMENDATIONS
Based on the result of the study, the following recommentions were
identified;
1) To schools who want to join the GPP and to those schools who have
participated but have not succeeded, the common problems presented
in this study should be considered beforehand. The study presented
the ideal solution to the problem of stealing of vegetables by asking
assistance from the local office, neighbors and media.
2) Since the school cannot obligate the parents to contiuously support the
project because of their different priorities in life, the problem of waning
attendance should be addressed upon at the start of the project
implementation. The school and the parents should have an
agreement or mutual understanding that the parents should give top
priority to the project. They should know that their assistance is greatly
needed in establishing a system to sustain the project. When the

84
Graduate School
________________________________________________________________________
system is established, the school should be able manage the project
with minimal assistance from the parents.
3) Water is a necessity in vegetable gardening. In participating the
Gulayan sa Paaralan Project, the school should have ample water
supply. To minimize the cost for water consumption, the school should
put up their own water system.
These are the recommendations presented by the researcher to the
problems encountered by the winning schools. Schools who want to implement
the Gulayan sa Paaralan Project, should anticipate possible scenarios in which a
problem or problems may arise and prepare or produce possible solution to
minimize if not eradicate such problems.

85
Graduate School
________________________________________________________________________
REFERENCES
Bush, T (n. d.). Educational leadership and management: Theory, policy, and
practice. South African Journal of Education Vol 27 (3). Retrieved
February 20,2013 from http://sajournalofeducation.co.za/index.php
Bush, T (n. d.). Theories of educational management. Retrieved February 21,

2013 from Connexion.org website: http://cnx.org/content
Castillon, B. D. (2010). Total quality management in the implementation of

strengthened technical vocational education program- competency based curriculum
in region x: A basis for quality framework development. Retrieved February 21, 2013
from Scrib.com Website:http://www.scribd.com/doc
Dalton, M. (n. d.) Seeds of greatness dirt enhanced learning. Retrieved February
20, 2013 from Sunburst Unlimited Inc. website:
https://d3gqux9sl0z33u.cloudfront.net/AA/AM/sunburstunlimited-
org/downloads/101671/Seeds_of_Greatness.pdf
Department of Agriculture (2011). Amended guidelines on the implementation of
the programang agrikulturang pilipino (gulayan sa paaralan).
Administrative Order No. 15 Series of 2011
Department of Education (2010). DepEd, SEARCA, UPLB to promote school-

based vegetable gardens. Retrieved December 2012 from Philippine
Official Gazette: http://www.gov.ph/2010/11/22/deped-searca-uplb-to-
promote-school-based-vegetable-gardens/#
Department of Education (2011). Enhancing and sustaining school gardening

and feeding in support for the governments pantawid pamilyang pilipino
program (4Ps). Memorandum No. 42 series of 2011.
Department of Education (2007). Gulayan sa paaralan. Memorandum No. 293,

series of 2007.
Eckhardt, R. & Hagerman D. (2010). Where school farms aren't such a new idea
retrieved September 27, 2012 from EatingAsia website:
http://eatingasia.typepad.com/eatingasia/ 2010/09/pampanga-philippines-
edible-schoolyard-school-farm.html
86
Graduate School
________________________________________________________________________
Food Agriculture Organization ( 2010) . A new deal from school gardens.

Retrieved February 21, 2013 from FAO website:
http://www.fao.org/docrep/013/i1689e/i1689e00.pdf
Garcia, A.G. (2011). Zero dropout: Target achieved. Retrieved

February 20, 2013 from http://www.questia.com/library
Manila Bulletin Editorial (2011). Vegetable gardens to help improve nutrition of

public school children. Manila Bulletin. Retrieved November 21, 2012 from
http://www.mb.com.ph /articles/
Manila Bulletin Editorial (2012) Awareness vegetables in the filipino diet. Manila
Bulletin. Retrieved September 28, 2012 from
http://www.mb.com.ph/articles
Okumbe, J.A. (1980). Educational management: Theory and

practice. Nairobi University Press
Ozer, E. J. (2006). The effects of school gardens on students and schools:

Conceptualization and considerations for maximizing healthy
development. Retrieved February 21, 2013 from Microsoft Academic
Search: http://academic.research.microsoft.com/Paper/5476150
Pazzibugan, D.Z. (2012).Over 500,000 pupils suffering from severe malnutrition

DepEd. Philippine Daily Inquirer .Retrieved February 20, 2013 from
http://newsinfo.inquirer.net/329857/over-500000-pupils-suffering-from-
severe-malnutrition-deped
Philippine Information Agency Press Release (2011). DA, DepEd to implement
Gulayan sa Paaralan nationwide. Retrieved September 27, 2011 from
Philippine Information Agency website: http://archives.pia.gov.ph
Ricalde, A.L. (2011). 2 Agencies to implement Gulayan sa Paaralan. Sun Star.

Retrieved December 2012 from http://www.sunstar.com.ph/cagayan-de-
oro/local news
Sen, V. (n.d.) What is educational management? Retrieved June 02, 2013 from
Preserve Articles website:
http://www.preservearticles.com/2011122018637/what-is-educational-
management.html
87
Graduate School
________________________________________________________________________
Sibay, R. (2009). Marcos deserted achievements. Retrieved November 15, 2012

from wordpress.co website: http://rommelsibay.wordpress.com/iv-marcos-
deserted-achievements/
Sporer, A.B. & Pringle, K.R.(2011). How to grow a school: A complete guide for
parents and teachers. Retrieved (February 20,2013) from Mother Earth
Living website: http://www.motherearthliving.com/gardening/reconnecting-
kids-to-nature-benefits-of-school-gardens.aspx
Stone Hearth News (2012). US government funds school community gardens

and garden-based learning opportunities. Retrieved February 21, 2013
from http://www.stone hearthnewsletters.com/us-government-funds-
school-community-gardens-and-garden-based-learning-
opportunities/gardening/
Tacio, H.D. (1992). Food always in the home. Retrieved November 5, 2012 from
Agriculturesnetwork
website:http://www.agriculturesnetwork.org/magazines/global/whose-
energy/food-always-in-the-home
What is Our . . . . (2013). What is our garden for. Retrieved February 28, 2013
from FAO Corporate Document Repository website:
http://www.fao.org/docrep/009/ a0218e/A0218E04.htm
88
Graduate School
________________________________________________________________________
Appendix A
Letter Request to the Division Superintendent
January 14, 2013
NENITA E. LUMAAD
Schools Division Superintendent
Division of Compostela Valley
Maam:
May I have the honor to conduct a research study for my masters degree to the
winning school of the Gulayan sa Paaralan Project entitled: The Gulayan sa
Paaralan Project in Nabunturan: A Phenomenological Study. This study
aims to inspire the schools on the benefits of this Program and be motivated to
participate and develop the said project.
With this regard I am asking for your permission to allow me to solicit data and
conduct interviews to the teacher/s in-charge, students and parents to the
winning schools of the Gulayan sa Paaralan Project in the Municipality of
Nabunturan namely; Manat Central Elementary School, Manat National High
School and Magsaysay Elementary School.
Thank you very much and I am hoping for your favorable response. May God
continue to guide you and your office.
CORA R. BENEDICTO
Researcher
Noted by:
ROEL P. VILLOCINO, Ed.D

Adviser - Thesis Writing
Graduate Studies
89
Graduate School
________________________________________________________________________
Appendix B
Letter Request to TLE Supervisor
January 14, 2013
ROSITA A. PAICAN
Education Supervisor II / TLE
Division of Compostela Valley
Maam:
May I have the honor to conduct a research study for my masters degree to the
winning school of the Gulayan sa Paaralan Project entitled: The Gulayan sa
Paaralan Project in Nabunturan: A Phenomenological Study. This study
aims to inspire the schools on the benefits of this Program and be motivated to
With this regard I am asking for your permission to allow me to solicit data and
conduct interviews to the teacher/s in-charge, students and parents to the
winning schools of the Gulayan sa Paaralan Project in Compostela Valley
namely; Manat Central Elementary School, Manat National High School and
Magsaysay Elementary School.
CORA R. BENEDICTO
Researcher
Noted by:

Graduate Studies
90
Graduate School
________________________________________________________________________
Appendix C
Letter Request to Coordinating Principal
February 4, 2013
CLEMENCIA P. ESCRUPOLO
Coordinating Principal
Nabunturan West District
Nabunturan, Compostela Valley
Madam:
I have the honor to conduct a research study for my masters degree to the
winning school of the Gulayan sa Paaralan entitled: The Gulayan sa Paaralan
Project in Nabunturan: A Phenomenological Study. This study aims to
inspire the schools on the benefits of this Program and be motivated to
With this regard, I am asking for your permission to allow me to solicit data and
conduct interviews to the teacher/s in-charge, students and parents of
Magsaysay Elementary School as one of the winning schools of the Gulayan sa
Paaralan Project in Compostela Valley for the 1 st quarter school year 2012-2013.
CORA R. BENEDICTO
Researcher
91
Graduate School
________________________________________________________________________
Appendix D
Letter Request to Manat CES Principal
January 14, 2013
ALLAN GUERTA
Principal I
Manat Central Elementary School
Manat, Nabunturan, Compostela Valley
Sir:
conduct interviews to the teacher/s in-charge, students and parents from your
school as the one that bagged 1 st place of the Gulayan sa Paaralan Project in
Compostela Valley for the 1st quarter school year 2012-2013.
CORA R. BENEDICTO
Researcher
Noted by:

Graduate Studies
92
Graduate School
________________________________________________________________________
Appendix E
Letter Request to Manat NHS Principal
January 14, 2013
RITCHELL E. CRUZ
Principal III
Manat National High School
Manat, Nabunturan, Compostela Valley
Sir:
school as one of the winning schools of the Gulayan sa Paaralan Project in
CORA R. BENEDICTO
Researcher
Noted by:

Graduate Studies
93
Graduate School
________________________________________________________________________
Appendix F
Letter Request to Magsaysay ES Principal
January 14, 2013
NOMAR TRINIDAD
Principal I
Magsaysay Elementary School
Magsaysay, Nabunturan, Compostela Valley
Sir:
school as one of the winning schools of the Gulayan sa Paaralan Project in
CORA R. BENEDICTO
Researcher
Noted by:

Graduate Studies
94
Graduate School
________________________________________________________________________
Appendix G
Letter to Department of Agiculture Agriculturist
February 4, 2013
ADIN B. SIABOC
Agriculturist II
Municipal Agriculture Office
Madam:
With this regard, I am asking for your permission to allow me to solicit data on the
legal basis of the Gulayan sa Paaralan Project and general guidelines in organic
farming.
CORA R. BENEDICTO
Researcher
Noted by:

Graduate Studies
95
Graduate School
________________________________________________________________________
Appendix H
Interview Guide Question
INTERVIEW GUIDE
Research Title: The Gulayan sa Paaralan Project in Nabunturan: A
Phenomenological Study
Archival #:
Site:
Interviewer:
Date:
Start:
End:
Question 1: What is Gulayan sa Paaralan Project all about?
1.1. What is the background or the rationale behind the project?
1.2. What is the legal basis for the implementation of the project?
1.3. What are the objectives of the project?
1.4. What are the general guidelines in organic farming?
Question 2: What are the success stories of the top 3 winning schools
implementing the Gulayan sa Paaralan Project?
2.1. What steps did you undertake in the implementation of Gulayan sa
Paaralan Project?
2.2. What strategies did you utilize to facilitate a systematic
implementation of the project?
2.3. Overall, how would you describe the success of the project in your
school?
Question 3: What are the common problems encountered during the

implementation, if any?
3.1. What common problems did you encounter, if any, by the time the
program was implemented in your school?
3.2. How did you address those problems?
Prepared by:
Cora R. Benedicto
MAEd Student
96
Graduate School
________________________________________________________________________
Appendix I
DepEd Memo 293, S, 2007 (Gulayan sa Paaralan)
97
Graduate School
________________________________________________________________________
98
Graduate School
________________________________________________________________________
Appendix J
D.A. Adminsitrative Order No.15, S2011
Amended Guidelines on the Implemetation of Programang Agrikulturang Pilipino
(Gulayan sa Paaralan)
99
Graduate School
________________________________________________________________________
100
Graduate School
________________________________________________________________________
101
Graduate School
________________________________________________________________________
102
Graduate School
________________________________________________________________________
103
Graduate School
________________________________________________________________________
104
Graduate School
________________________________________________________________________
105
Graduate School
________________________________________________________________________
Appendix K
Manat CES GPP Pictures
106
Graduate School
________________________________________________________________________
107
Graduate School
________________________________________________________________________
108
Graduate School
________________________________________________________________________
109
Graduate School
________________________________________________________________________
110
Graduate School
________________________________________________________________________
111
Graduate School
________________________________________________________________________
112
Graduate School
________________________________________________________________________
113
Graduate School
________________________________________________________________________
114
Graduate School
________________________________________________________________________
115
Graduate School
________________________________________________________________________
116
Graduate School
________________________________________________________________________
117
Graduate School
________________________________________________________________________
118
Graduate School
________________________________________________________________________
Appendix L
Manat NSH GPP Pictures
119
Graduate School
________________________________________________________________________
120
Graduate School
________________________________________________________________________
121
Graduate School
________________________________________________________________________
122
Graduate School
________________________________________________________________________
123
Graduate School
________________________________________________________________________
124
Graduate School
________________________________________________________________________
125
Graduate School
________________________________________________________________________
Appendix M
Magsaysay ES GPP Pictures
126
Graduate School
________________________________________________________________________
127
Graduate School
________________________________________________________________________
128
Graduate School
________________________________________________________________________
129
Graduate School
________________________________________________________________________
130
Graduate School
________________________________________________________________________
131
Graduate School
________________________________________________________________________
132
Graduate School
________________________________________________________________________
Appendix M
General Guidelines on the Process of Vegetable Gardening
THREE Ks
K-KAHIBALO
(enough knowledge in farming)
K-KAPITAL
(money)
K-KAKUGI
(industrious)
133
Graduate School
________________________________________________________________________
134
Graduate School
________________________________________________________________________
135
Graduate School
________________________________________________________________________
136
Graduate School
________________________________________________________________________
137
Graduate School
________________________________________________________________________
138
Graduate School
________________________________________________________________________
139
Graduate School
________________________________________________________________________
140
Graduate School
________________________________________________________________________
141
Graduate School
________________________________________________________________________
142
Graduate School
________________________________________________________________________
143
Graduate School
________________________________________________________________________
144
Graduate School
________________________________________________________________________
145
Graduate School
________________________________________________________________________
146
Graduate School
________________________________________________________________________
147
Graduate School
________________________________________________________________________
148
Graduate School
________________________________________________________________________
149
Graduate School
________________________________________________________________________
150
Graduate School
________________________________________________________________________
151
Graduate School
________________________________________________________________________
152
Graduate School
________________________________________________________________________
153
Graduate School
________________________________________________________________________
154
Graduate School
________________________________________________________________________
155
Graduate School
________________________________________________________________________
CONCOCTION-BIOPESTICIDE
From the name itself concoction which
means preparing substance out of many
ingredients. It is a new and unusual way
of controlling pest in your farm or garden.
To make concoction for the use of natural
farming we are mixing molasses with the
desired plants to be used.
A. INDIGENOUS MICROORGANISM (IMO)
This is the mixture of cooked rice and

molasses with a ratio of 1:1 to refine soil
nutrients and speed up composting.
In using this concoction mix 2

tablespoon of the extracted juice to 1 liter
of water. Spray on soil and plants once a
week.
B. Fermented Plant Juice (FPJ)
To produce this concoction use a

stem of Banana (cardaba), camote tops,
kangkong or alugbati, bamboo shoots can
also be used. Chop 2 kilo of prepared
ingredients and mix with 1 kilo molasses.
Fermentation will be completed in
seven days. Extract the juice after 10
days.
156
Graduate School
________________________________________________________________________
B. Fermented Plant Juice (FPJ) cont
In using this concoction, mix 2

tablespoon of the juice with 1 liter of
water. Together with the IMO concoction,
spray on the soil once a week. This
enhances the plant to grow and makes
green leaves. This is also serve as the
food for the indigenous organism.
C. Fermented Plant Juice (FPJ)
A mixture of ripe fruits like bananas,

mangoes, papayas, and avocados, any of
these fruits mix with molasses with a ratio
of 1:1, 10 days after extract the juice. This
is the best source of potassium that helps
to sweeten the fruits.
D. Oriental Herbal nutrient (OHN)
Ingredients used are garlic and ginger.

Chop 1 kilo of garlic and 1 kilo of ginger.
Add 1 liter of gin and 1 liter of white
coconut vinegar. Wait for 10 14 days.
Extract the juice. Best for pesticides and
fungicides. Spray once a week.
157
Graduate School
________________________________________________________________________
E. Fish Amino acids (FAA)
A mixture of fish bones / intestines /

gills with molasses with a ratio of 1:1. Any
part of the fish stated can be mixed with
molasses. After 10 days extract the juice.
This is for nitrogen fixing. Spray once a
week
158
Graduate School
________________________________________________________________________
159
Graduate School
________________________________________________________________________
160
Graduate School
________________________________________________________________________
161
Graduate School
________________________________________________________________________
162
Graduate School
________________________________________________________________________
163
Graduate School
________________________________________________________________________
CURRICULUM VITAE
Name : CORA ROXAS BENEDICTO
Birth date : March 17, 1977
Birthplace : Nabunturan
Civil Status : Married
Spouse : Michael Manuel P. Benedicto
Address : P4,Poblacion Nabunturan, Compostela Valley
EDUCATIONAL BACKGROUND
Elementary
Nabunturan Central Elementary School

Nabunturan, Compostela Valley 1984-1990
High School
Nabunturan National Comprehensive High School 1990-1994

Baccalaureate Degree
Bachelor of Home Economics

University of Southeastern Philippines
Obrero, Davao City 1994-1998
Vocational/Trade Course
Micro Computer Hardware Assembly and October 2001

Maintenance
Bread and Pastry Production NC II May 2011
Commercial Cooking NC II May 2013

164
Graduate School
________________________________________________________________________
Graduate Studies
Master of Arts in Education

Major in Educational Administration
Nabunturan, Compostela Valley Province 2000-2013
WORK EXPERIENCE
School Position Year
ACES Nabunturan HRM Teacher 1999 - 2000
Nabunturan National CHS Teacher I 1999 - 2007

Teacher II 2007 present

Paaralan Gulayan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Paaralan Gulayan

Uploaded by

Copyright:

Available Formats

i

ASSUMPTION COLLEGE OF NABUNTURAN

THE GULAYAN SA PAARALAN PROJECT IN NABUNTURAN:

gave their valuable support in making this thesis a reality.

Sr. Clarita L. Villaflor, for her encouragement to the researcher to pursue

this Masters Degree;

untiring assistance offered;

Panelists Delfin J. Enargan and Gene Mencidor, for sharing their

knowledge, guidance, noteworthy suggestions and valuable recommendations;

Mrs. Nenita E. Lumaad , Mrs. Dee D. Silva and Mr. Sinfronio P.

Merlas for their support in granting the researcher a study leave.

Analyn dela Llana for all the support and cooperation;

Mrs. Adin Siaboc for providing the guidelines in vegetable gardening;

Mrs. Rosita A. Paican for providing the pertinent documents in GPP;

Ethiel and Jef for their financial and moral support ;

the researcher so many blessings, knowledge and wisdom.

To the Almighty God,

Who is the source of courage and strength.

To my Beloved Husband, and three children,

who are my life and my inspiration.

To my Dear Parents, brothers and sisters,

who are always there

to give support and encouragement.

who rendered their time and cooperation.

This piece of work is lovingly

and sincerely dedicated.

As the research focused on GPP success stories, it elicited significant

The study revealed the problems of stealing, waning attendance for

Review of Related Literature.. 5

Statement of the Problem... 11

Theoretical Framework.. ... 11

Significance of the Study ... 15

Scope and Limitations of the Study . 17

II. RESEARCH METHODOLOGY

III. PRESENTATION OF FINDINGS

What is the Gulayan sa Paaralan Project All About? 25

Background and Rationale of GPP... 25

Legal Basis for the Implementation of the Project.. 26

Objectives of the Project. ....... 29

General Guidelines on the Process of Vegetable Gardening 29

What are the success stories of the top 3 winning schools

Steps Undertaken in the Implementation of GPP . 30

Assessment and Appreciation of the Memo Order... 30

Consultation with Teachers and Parents 33

Identification of Garden Lots 34

Collaboration with the PTA, LGU & Other Gov..Agencies... 35

Strategies Utilized Facilitating Systematic project 36

Self-sufficient Fund Sourcing.. 36

Making Use of Available Resources . 38

Assigning for Garden Area . 39

System of Supervision, Management and Marketing 40

Proper ways of Land preparation, Seed Selection,

Provide Technical Training .. 49

Promoting the Sense of Ownership . 50

Description of Project Success .. 51

Provision for Nutrition and Education for Children .. 51

Importance and Value of Gardening .. 54

Venue for School Publicity . 56

Sacrifices Paying Off. 57

Tangible Benefits of the Program ... 59

Motivated to do Gardening Works .. 60

Good Management Matters.. 61

What are the common problems encountered during the